Analyzing Objects
Porcelain
Musket Ball
Smallpox
Nail
Reaper
Shirtwaist
Transistor
Coffee
Record
Tire
Dishwasher
Dress
Stereograph
Stone
Shoe
Question 1:
This looks like an expensive cup and saucer - probably from England. It is trimmed in gold and may be hand-painted. It is an antique and in excellent condition. There is a blue edge with circles painted across it. It almost looks like clouds painted in the white area.
Question 2:
This could connect to the manufacturing industry in America and in Great Britain. It could show how the elite class of people lived and their relationships with family and other people of their class. The cup could show disparities between the rich and poor.
Redirect: /content/porcelain-resources
Module Id: 951
User Id: 1363
Submitted: Wednesday, February 26, 2020 - 16:31
Question 1:
I notice that there are five nails. The nails appear to be made of metal – probably iron. Two of the tips look sharp and three of them look like the point has been broken off. One of the nails is more bent than the others in a slight “U” shape. Two of the nails are longer and measure 6-7 cm in length. The other three are 3-4 cm in length. The smaller nails look like they are about 3 mm wide at the top and narrow to the point at the end. The longer nails look like they are about 6 mm wide at the widest point, narrowing down to the point at the end. The heads of the two larger nails are not rounded but are maybe a quadrilateral shape with flat parts to the edge. The nails are pitted and the tip of the largest nail looks like it was rusting away.
Question 2:
I would think that these nails could be linked to the building of homes, furniture, and the railroad in America. They could be nails made and used by a blacksmith to be used to shoe horses. I think that they could tie in with colonial times along with westward expansion, the Revolutionary War, Civil War, and WWI. When I took an archaeology class at Poplar Forest, we found nails like this, so I know that we could relate the nails to Thomas Jefferson, Poplar Forest, and Monticello. I feel certain that you could also study other presidents right back to George Washington.
Redirect: /content/nail-resources
Module Id: 953
User Id: 1363
Submitted: Tuesday, March 3, 2020 - 10:45
Question 1:
There is a large pile of tires in front of a factory building. The tires look like they vary in size and condition. Some of them have no visible tread and are slick as can be. Others appear to have some possible wear and tear left on them. They look narrower than the tires used today. Some of them are just the tire and at least one of them is the whole wheel. Most of the tires are black but I see a couple that are white wall tires. There appears to be some other debris wrapped around some of the tires. I’m thinking they might be inner tubes. The tires are piled up to the glass windows in the factory. There are twelve panes of glass in every window and there are 15 windows shown in the picture. The windows look relatively clean so there must be some light that gets into that part of the factory. The building is made of either bricks or cinderblocks. It looks like one of the windows is slightly ajar, so they might be able to open them at least a little.
Question 2:
My first instinct is to say that the tires would easily connect to the invention of cars and with that, the assembly line. With the assembly line, cars became more affordable and road systems grew. Social dynamics could be studied where the gaps between the classes became more obvious with a larger middle class emerging. The factory in the background would tie in with the growth of industry and with it the growth of cities and suburbs. Working in the factories connects with discussions of poor working conditions, long hours, and child labor. Unions come to life with all of their demands, turmoil, and strikes. The cars and trucks expanded trade and travel. But I definitely feel that the most obvious connection for the pile of tires is with the invention and development of cars.
Redirect: /content/tire-resources
Module Id: 1108
User Id: 1363
Submitted: Sunday, March 8, 2020 - 13:42
Question 1:
The shoes look old and worn. They appear to be made of leather and are blackish in color. They are dirty and have not been polished in a long time. It looks like they have been hand stitched because the stitches on the bottom, although they look like the same size, are turned in different directions, rather than being in a straight line like a sewing machine would make them. They look like they have leather shoelaces. The toe of the boot looks more worn than the rest of the shoe. The top might be separating from the sole a bit which might make them leak when walking in rainy weather. The stitching on the ankle appears to be ripping at the top of the heel area. The heel and soul look like they are put together in layers. The heels may be glued or nailed on. It doesn’t look like there is any padding or insulation in the boots.
Question 2:
I’m thinking that they would connect to the years around the Civil War or maybe the Revolutionary War. The people did more walking or riding horses in those days. Many necessities were handmade. A lot of walking would account for the shoes being so worn and tattered. The less wealthy people also didn’t have many pairs of shoes and they probably wore the pair they had until they couldn’t wear them anymore or they didn't fit. Then, they could hand them down to other family members. In that light, the shoes could connect to society and economics, in addition to the wars.
Redirect: /content/shoe-resources
Module Id: 1002
User Id: 1363
Submitted: Wednesday, March 18, 2020 - 23:16
Question 1:
The stereoscope looks like a type of binoculars for enlarging pictures over short distances. There are duplicate pictures for each eye. There must be magnifying lenses for each eye to look through. There are shields on each side for keeping out extraneous light. The stereoscope is made mostly of wood and there is a handle for holding the gadget up to your eyes. The pictures are on a little rack so they are in the correct position for the lenses. It reminds me of when I was a child and had a “View Master” for looking at a circle of pictures. In those days there was a lever to push in order to spin the disk to move to the next slide. In this picture, there is a child using the stereoscope. The picture on the stereoscope has a twin size bed and a table with fancy, decorative legs next to it. There appears to be a plant on the table. At the foot of the bed is another table with a tablecloth and a hurricane type of lamp on it. There is a picture hanging on the wall next to the bed in the picture.
Question 2:
I feel like the stereoscope would be the precursor to the development of the motion picture industry. It could take you down memory lane from photographs to silent movies to sound. You can go from the radio to the television. Another theme could be the whole entertainment industry with movie stars and movie theaters. To me, those would be the most obvious broader themes that could be connected to the stereoscope in American history.
I would be intrigued to explore the disintegration of morals and values in American life as the standards for movies became less and less restrictive. Ratings for movies and video games developed as children were exposed to more and more sex, infidelity, divorce, single parent families, violence and death. Now they have added homosexuality and interracial relationships to the mix. Children and adults are being desensitized, brainwashed, and encouraged into thinking these things are the norm. The original Christian morals and values of America have been slashed to smithereens. Sadly, teachers are pretty much forbidden to touch those sensitive topics, but it would be interesting to investigate.
I would be intrigued to explore the disintegration of morals and values in American life as the standards for movies became less and less restrictive. Ratings for movies and video games developed as children were exposed to more and more sex, infidelity, divorce, single parent families, violence and death. Now they have added homosexuality and interracial relationships to the mix. Children and adults are being desensitized, brainwashed, and encouraged into thinking these things are the norm. The original Christian morals and values of America have been slashed to smithereens. Sadly, teachers are pretty much forbidden to touch those sensitive topics, but it would be interesting to investigate.
Redirect: /content/stereoscope-resources
Module Id: 1047
User Id: 1363
Submitted: Friday, March 20, 2020 - 10:40
Question 1:
This is a record that can be used on a record player or what they call, a “talking machine.” It is a black disk with ridges in it for a needle to sit in. I’m curious to know what substance it is made of. I’m pretty sure that the first records were a hard substance that was breakable. The record is a “Victor Record” made for the Victor Talking Machine Company from Camden, New Jersey. It is licensed and patented. . The date for the patent looks like Oct. 25, 1895 and there is another date of Jan. 3, 1904 or 1905. Duplication is prohibited. There is a famous picture of a dog looking into a cone-shaped speaker from a talking machine. The record states it is a soprano of Young America and Nora Bayes with orchestra. There is a price on it that looks to be possibly $1.25 or $1.75.
Question 2:
This record would obviously connect to the entertainment industry and the record industry in particular. Nora Bayes was a singer, comedian, actress, and vaudeville star in the early 20th century so she would certainly be a person of interest.
Thomas Edison would be an excellent theme to study with this record. He made silent movies beginning in 1893 and constructed the first motion picture stage. Edison was involved with all kinds of inventions involving sound like the phonograph, Dictaphone, and movies. He improved the telegraph and the telephone. He was very famous for the incandescent light bulb, too.
During this general time period, we witnessed the birth of basketball in 1892. I’m sure there would be students interested in this topic.
Mississippi became the first state to incorporate a required literacy test to qualify to vote. This made it very difficult for poor Blacks to vote since many of them had very little education. At the same time, the white voters were grandfathered in so that they did not have to take the test. This would be a great theme to research. To tie in with the record, there were many Black singers who are admired like Louis Armstrong and Bessie Smith. I have an old record of Jazz and Blues singers that I always like to play for my students on an old record player. It makes it real for them.
Marconi was involved with inventing the radio in 1895 and that changed the world!
In 1898 the USS Maine exploded and the Spanish War began. These themes all tie in with American history during the time period of the record shown in the picture.
Thomas Edison would be an excellent theme to study with this record. He made silent movies beginning in 1893 and constructed the first motion picture stage. Edison was involved with all kinds of inventions involving sound like the phonograph, Dictaphone, and movies. He improved the telegraph and the telephone. He was very famous for the incandescent light bulb, too.
During this general time period, we witnessed the birth of basketball in 1892. I’m sure there would be students interested in this topic.
Mississippi became the first state to incorporate a required literacy test to qualify to vote. This made it very difficult for poor Blacks to vote since many of them had very little education. At the same time, the white voters were grandfathered in so that they did not have to take the test. This would be a great theme to research. To tie in with the record, there were many Black singers who are admired like Louis Armstrong and Bessie Smith. I have an old record of Jazz and Blues singers that I always like to play for my students on an old record player. It makes it real for them.
Marconi was involved with inventing the radio in 1895 and that changed the world!
In 1898 the USS Maine exploded and the Spanish War began. These themes all tie in with American history during the time period of the record shown in the picture.
Redirect: /content/record-resources
Module Id: 1128
User Id: 1363
Submitted: Saturday, March 21, 2020 - 18:52
Question 1:
This looks like an early dishwasher. The rack on the top looks like it is circular which is different from the dishwashers of today (that I have seen). The door on the dishwasher pulls down. It looks like the chrome of the sink is extended over the top of the dishwasher. It looks like there is a latch at the top of the door to close the dishwasher. The cabinets look like they are painted and there is a tile backsplash over the countertops.
Question 2:
The dishwasher, first of all, connects with the advance of technology in the United States. It could connect with Americans having more leisure time and the changing dynamics of the families. This could be used to discuss WWII and how things changed when the soldiers returned. Many couples started having families and were eager to get back into the swing of things. (I’m hoping that this coronavirus that we are experiencing now has a similar positive effect and people will want to get back to normal like the people did after WWII.) I think there is also a chance to use the dishwasher to discuss the changing role of children. Their lives were getting easier, in many ways, with less responsibility. With so many children today being irresponsible, it would be interesting to study how new inventions, like the dishwasher, affected the attitudes of children.
Redirect: /content/dishwasher-resources
Module Id: 1093
User Id: 1363
Submitted: Tuesday, March 24, 2020 - 11:34
Question 1:
This could lead to investigations about the wealthy class of people who came to America. This could unveil information about the taxes levied on the colonists and also the reasoning behind the taxes. We could see the responses of the people when the taxes were collected and new taxes were invented. The manufacturing industry could be explored.
Question 2:
What property was taken, without consent, by the British Parliament? How did all of the taxes affect the financial stability of the colonists? How did the colonists acquire their land in America? Did they purchase the land from England or were they given a parcel to begin with? What might have happened if the French had won the Seven Years War?
Redirect: /content/porcelain-connections-essay
Module Id: 951
User Id: 1363
Submitted: Wednesday, February 26, 2020 - 16:42
Question 1:
This could lead to investigations about the wealthy class of people who came to America. This could unveil information about the taxes levied on the colonists and also the reasoning behind the taxes. We could see the responses of the people when the taxes were collected and new taxes were invented. The manufacturing industry could be explored.
Question 2:
What property was taken, without consent, by the British Parliament? How did all of the taxes affect the financial stability of the colonists? How did the colonists acquire their land in America? Did they purchase the land from England or were they given a parcel to begin with? What might have happened if the French had won the Seven Years War?
Redirect: /content/porcelain-connections-essay
Module Id: 951
User Id: 1363
Submitted: Wednesday, February 26, 2020 - 16:59
Question 1:
Historical thinking is like going back in time and reliving history. You feel like you are a part of history, rather than just memorizing facts and dates. I took an archaeology class years ago at Poplar Forest in Virginia. When I found an old nail or a piece of pottery, it would instantly zoom me back in time, to a whole different life! All of a sudden, I would have so many questions about things like daily life, politics, social dynamics, religion, and finances. The questions and analytical thinking and reasoning would be less likely to come out if I were just memorizing facts. The object would open the door to a well-rounded view of the world at that time. So, for me, historical thinking embraces not only facts but feelings and reasoning.
Question 2:
My husband and I enjoy going to flea markets and we seem to be drawn to antique things like old irons, cowbells, chairs, and WWII equipment. We tend to examine them and talk about how things have changed or how they were used. I can give you an example of what to do with a cowbell for class. (I am teaching science at the moment but have taught history in the past.) In my science classes, I’ve had my students make butter from cream but I never took that cowbell with me. It would be cool to let them look at it. Where did all the dents come from? Why would people put a cowbell on their cow? The cow must have been important to them. Why was that? What did the cow supply for them? So many questions could arise from the cowbell and we could talk while we are shaking up the cream to make the butter for our crackers. Of course, we will also include the change of state that is taking place for our science lesson. Historical thinking is definitely stimulated with objects. Just like the cowbell, objects can be the hook that opens the door to thinking and analyzing.
Redirect: /content/connections-essay-historical-thinking
Module Id: 689
User Id: 1363
Submitted: Thursday, February 27, 2020 - 12:36
Question 1:
When people were hand crafting every item being produced, it took a long time to complete each piece. They were works of art and very beautiful, but limited. As the idea of mass producing the nail emerged, many other inventions were coming of age. These inventions included incandescent light bulbs, electric telegraphs, typewriters, internal combustion engines, and steam engines. Later on we have the assembly line and car productions. Many people wanted these new inventions and mass-production sped up the production allowing more people to benefit. As the demands grew, this also led to more jobs and development of factories and cities. Broader themes could be specific inventions of the 19th century along with the growth of cities, factories, the history of mass productions and assembly lines.
Question 2:
The story of the nail relates directly to westward expansion. The building of the railroad with the nails or spikes needed for construction, opened the country for trade and movement. People could farm or ranch and get their products to market. Think of the miles of fencing that grew and grew and all of the nails needed to build those boundaries. Mining seemed like a quick way to get rich and equipment was necessary for that to take place. Towns sprouted up and with it came families, schools, churches, and stores. More supplies were needed for building, including nails, and products for selling. People needed weapons for hunting and for protection. Blacksmiths must have been in demand for many iron things like nails, horseshoes, wagon parts, and anything else made of metal. Mass production of nails, tools, and supplies definitely helped to stimulate westward expansion.
Redirect: /content/nail-connections-essay
Module Id: 953
User Id: 1363
Submitted: Thursday, March 5, 2020 - 10:45
Question 1:
First of all, the tires connect to the invention of the Model T Ford and the assembly line. With the growth of the car industry, the cities could expand into the suburbs and recreational travel became more popular. Roadways had to be built and maintained, so that became big business. Lives were changed and style of living progressed.
As you look more closely at the tires and realize how they have been used long past their lifetime, you begin to wonder why they were worn until they were so completely slick. This observation takes the student to WWII with the shortage of products like rubber, sugar, gasoline, meat, and labor.
Shortages like rubber can be discussed and compared to current, similar situations with our dependence on things made outside of the USA like fuel, weapons, food, steel, and medical supplies. Students could study the trade agreement during the Clinton years and see how sending all of our manufacturing overseas had a devastating effect on the economy of the United States. They could research how the Trump administration tried to turn the economy around.
Thinking in terms of the 1930s and 1940s, classes can use the tires to study WWII, including the motivations for staying neutral, and the reasons for the entry of the USA into the war. Then they could study the war, battles, and the effect it had on American society.
The pile of tires gives so many avenues of study ranging from Model T Fords, to the Great Depression, to WWII, to the global economy with trade agreements world-wide. The picture connects with a huge and very broad spectrum of themes in 20th century American history.
As you look more closely at the tires and realize how they have been used long past their lifetime, you begin to wonder why they were worn until they were so completely slick. This observation takes the student to WWII with the shortage of products like rubber, sugar, gasoline, meat, and labor.
Shortages like rubber can be discussed and compared to current, similar situations with our dependence on things made outside of the USA like fuel, weapons, food, steel, and medical supplies. Students could study the trade agreement during the Clinton years and see how sending all of our manufacturing overseas had a devastating effect on the economy of the United States. They could research how the Trump administration tried to turn the economy around.
Thinking in terms of the 1930s and 1940s, classes can use the tires to study WWII, including the motivations for staying neutral, and the reasons for the entry of the USA into the war. Then they could study the war, battles, and the effect it had on American society.
The pile of tires gives so many avenues of study ranging from Model T Fords, to the Great Depression, to WWII, to the global economy with trade agreements world-wide. The picture connects with a huge and very broad spectrum of themes in 20th century American history.
Question 2:
Questions involving why, compare and contrast, what are the causes, what were the results, make predictions, describe and make observations, what are the implications, what effects could this have, categorizing, and putting things in sequential order would all be kinds of questions to ask when analyzing posters like the ones in the module.
Examples of questions:
Why were women portrayed so often in the posters?
What effect did this have on the attitude of the women during WWII?
Compare and contrast the roles of the men and women during WWII.
What basic American values are emphasized by the posters?
What supplies were rationed? What were “Meatless Monday and Wheatless Wednesday” and why did they exist?
I remember when my grandmother told me about how she would save her sugar coupons so that there would be enough sugar to make a birthday cake. What are some things that you would have done to help the war effort if you were alive during WWII?
How were existing factories utilized for the production of war materials?
Have you seen the movie called “The Man Who Saved Christmas” which is based on a true story of a toy factory that was used for war supplies during WWII? How does that movie demonstrate the American spirit?
As the factories and manufacturing in the US are closed, knocked down or taken overseas, is it possible that history could repeat itself and we wouldn’t have the capabilities to produce necessary supplies and equipment like steel, gasoline, food, guns, and planes in the future?
Think of the new laws that are being passed in Virginia as far as gun control. Will they put gun manufacturers and bullet production out of business making us unable to defend ourselves in a dangerous situation?
What advertising techniques were being used by the posters to influence and persuade people to act in certain ways?
Examples of questions:
Why were women portrayed so often in the posters?
What effect did this have on the attitude of the women during WWII?
Compare and contrast the roles of the men and women during WWII.
What basic American values are emphasized by the posters?
What supplies were rationed? What were “Meatless Monday and Wheatless Wednesday” and why did they exist?
I remember when my grandmother told me about how she would save her sugar coupons so that there would be enough sugar to make a birthday cake. What are some things that you would have done to help the war effort if you were alive during WWII?
How were existing factories utilized for the production of war materials?
Have you seen the movie called “The Man Who Saved Christmas” which is based on a true story of a toy factory that was used for war supplies during WWII? How does that movie demonstrate the American spirit?
As the factories and manufacturing in the US are closed, knocked down or taken overseas, is it possible that history could repeat itself and we wouldn’t have the capabilities to produce necessary supplies and equipment like steel, gasoline, food, guns, and planes in the future?
Think of the new laws that are being passed in Virginia as far as gun control. Will they put gun manufacturers and bullet production out of business making us unable to defend ourselves in a dangerous situation?
What advertising techniques were being used by the posters to influence and persuade people to act in certain ways?
Redirect: /content/tire-connections-essay
Module Id: 1108
User Id: 1363
Submitted: Tuesday, March 10, 2020 - 11:31
Question 1:
The shoes directly connect to the years around the Civil War which would be the 1860s. Manufacturing just began in that time period, so that could be another broader theme to investigate. I think it would be interesting to explore the mindset of the men (and now, women) who joined (and continue to join) the armed forces. It seems like young people still join the service because they seek adventure and don’t really know what direction to go with their lives. Another broader theme would be to see how the government has grown through the years, beginning with the department that had to oversee the supplies for the soldiers. Scrutinizing the government even more, how did they become more controlling as time went on? America wanted independence from England but at this point, the American government became more controlling as they started a draft and used a number of tactics to raise money such as taxing goods, bonds, income tax, and fiat money in . These government money making techniques would also be interesting to investigate in a quest to explore the changing relationship between citizens and government.
Question 2:
Diary entries and letters would be very interesting to read. In particular, diaries and letters found from a northern perspective and a southern perspective could highlight contrasting accounts and views for comparison. Newspaper articles could shed light on the changing relationships due to the Civil War, however the reader would always need to be aware of possible bias. Certainly, going to museums, visiting Gettysburg or other Civil War sites, reading government documents, scrutinizing pictures, and looking at books/textbooks would be helpful. I love talking to elderly people who may have stories to share with you from their late relatives. Songs from that era could also be very revealing. Songs like “Marching Through Georgia” or “When Johnny Comes Marching Home” allow a person to feel the pain, spirit, and determination of the times. It would take some time to find some of these sources, but diaries, letters, newspapers, government documents, museums, historical sites, books, textbooks, music, and interviews could all be worthwhile when explaining the changing relationship between citizens and government.
Redirect: /content/shoe-connections-essay
Module Id: 1002
User Id: 1363
Submitted: Thursday, March 19, 2020 - 11:53
Question 1:
The stereoscope connects with many broader themes in the 19th century history. Using the stereoscope as the hook for the lesson, you can definitely follow the progress of technology. That would include the stereoscope to the radio to television and movies and even on to computers and the Internet. People could follow the changes in the entertainment industry and the famous people associated with it. Another broad theme would be for people to study education, the progress of the library, and how they moved from books to include stereoscopes to videos and now DVDs and computer accessibility. Classes could study marketing techniques. They could research leisure activities and how they changed – especially for the middle and upper classes of people in society. An interesting study would be about how the stereoscopes were used to influence politics. How were the stereograph cards designed when they dealt with presidential candidates like Teddy Roosevelt or FDR. Were there other political decisions that were biased on the stereoscopes? These examples show many avenues to broader themes connected to the stereoscope.
Question 2:
It would be good to start with the picture of the stereoscope. It could be compared to binoculars. Then, I believe I still have a View Master from when I was a kid and could show them that so they could see the three dimensional effect . There could be discussions of silent movies and certainly, we could find an example of a short one on the Internet. It would be fun to take students to see a 3-D movie. There is a science museum in Greensboro, NC that used to show a movie about dinosaurs in 3-D. It was awesome so I assume they continue to offer that program. The dinosaurs seemed to pop out of the screen and could just about eat out of your hand! The students might be able to make political commercials from a certain era and film them for the class to view. A timeline could be made showing advances in technology through the years. These would all be entertaining and educational ways for students to explore how technology for viewing images has changed.
Redirect: /content/stereoscope-connections-essay
Module Id: 1047
User Id: 1363
Submitted: Friday, March 20, 2020 - 16:50
Question 1:
Originally, I would have thought that the song was going to lead to the entertainment industry and the growth of technology in the United States. The record can still could take the lessons in that direction. But now that I have read the information included in the record module, it appears that the song was intended to promote patriotism. It could be used to explore immigration as the United States moved from an agricultural nation to an industrial one. Immigration was very difficult and there was a lot of racial discrimination, especially for anyone who did not look to be white. The spirit and determination of the immigrants was amazing. The people with the white skin could assimilate more easily and fared better. The other people faced more discrimination in the North and the South with many things like resources, housing, and jobs. They tended to live in areas with other immigrants from their countries giving us places like China Town and Little Italy. This could also lead to themes in civil rights in the 1950s and 1960s. The power and underlying force that holds the nation together is the loyalty to the United States and the song on the record fuels that passion.
Question 2:
I think that reading books about immigration or watching movies about it would be very enlightening. Many years ago, I read "The Jungle" by Upton Sinclair, written in 1906. It was about the harsh conditions and exploited lives of immigrants in Chicago. The information in that book has continued to haunt me for the last 40 years, so it must be very powerful. There are many current books out about immigration but I would start with "The Jungle". (Sorry - I couldn't get my computer to underline the book title for some reason.)
My husband’s grandfather immigrated to the United States when he was 17 to escape communism. I wish I had had the chance to meet the man because he was a true example of spirit and determination. I can tell how much he inspired my husband by listening to the stories he tells about his grandfather. I can see where roll playing and acting out experiences of the immigrants would be powerful. Diary entries and interviews would definitely help students to understand the history of immigration.
I had my students make booklets about reasons that people immigrate to the United States. Each page was a picture of a reason like religious freedom, adventure, money, oppressive governments, and opportunities. That was interesting and could easily be researched.
Other avenues to be explored to better understand the history of immigration are old newspaper articles and the lyrics to songs. The newspapers would give more of a timeline and the song lyrics could give more information about the mindset and feelings of the immigrants at that time. Maybe some of the students would even like to perform some of the songs for the class. That would be fun!
My husband’s grandfather immigrated to the United States when he was 17 to escape communism. I wish I had had the chance to meet the man because he was a true example of spirit and determination. I can tell how much he inspired my husband by listening to the stories he tells about his grandfather. I can see where roll playing and acting out experiences of the immigrants would be powerful. Diary entries and interviews would definitely help students to understand the history of immigration.
I had my students make booklets about reasons that people immigrate to the United States. Each page was a picture of a reason like religious freedom, adventure, money, oppressive governments, and opportunities. That was interesting and could easily be researched.
Other avenues to be explored to better understand the history of immigration are old newspaper articles and the lyrics to songs. The newspapers would give more of a timeline and the song lyrics could give more information about the mindset and feelings of the immigrants at that time. Maybe some of the students would even like to perform some of the songs for the class. That would be fun!
Redirect: /content/record-connections-essay
Module Id: 1128
User Id: 1363
Submitted: Monday, March 23, 2020 - 12:07
Question 1:
I think I was on the right track with my original thoughts about how the dishwasher connected to broader themes in 20th-century history. The dishwasher connected to the WWII and how the factories needed to retool and get back to the business of making things for consumers rather than making military supplies and equipment. The people needed jobs and wanted new inventions. Middle class people, as always, wanted to climb the ladder of success and be able to buy what previously had been considered luxury items. Europe was destroyed, so America had the upper hand with producing things like cars and dishwashers. The United States was proud of their technological advances.
The broader theme that I missed with my original thoughts about the dishwasher had to do with the Cold War. I grew up during that Cold War Era and understand the distrust and competitive feelings between the US and the Soviet Union. I remember being afraid as a young child during the air raid drills at school, huddling in the basement of the school with the sirens blaring. The Cold War was very real, but I didn’t completely understand that competitive nature of it until I listened to the tape between Krushchev and Nixon.
The broader theme that I missed with my original thoughts about the dishwasher had to do with the Cold War. I grew up during that Cold War Era and understand the distrust and competitive feelings between the US and the Soviet Union. I remember being afraid as a young child during the air raid drills at school, huddling in the basement of the school with the sirens blaring. The Cold War was very real, but I didn’t completely understand that competitive nature of it until I listened to the tape between Krushchev and Nixon.
Question 2:
I’ve taught 6th grade science for a very long time and that curriculum has always included an astronomy unit. We always talked about the space race and how the Soviet Union was basically always ahead until we were the first to walk on the moon. But that video really brought my understanding of the Cold War to a completely new level. The Russians were so arrogant about their milestones with rocketry! Krushchev completely brushed aside any of our achievements and basically said that Russia would blow us out of the water in no time. He was so completely insulting! I have much more respect for Nixon after watching that video. I don’t know how he kept his cool and kept a smile on his face while talking to that man! It was like Krushchev challenged the US. to a duel while Nixon kept pushing to work together and share. It didn’t sound to me like Krushchev had any intention of working together. He just wanted the Soviet Union to be the top dog in the world. The Cold War competition was on and it amazes me that the countries could ever join together with their efforts for a space station. It would be totally interesting to see the negotiating done by Ronald Reagan. He must have been a miracle worker.
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Module Id: 1093
User Id: 1363
Submitted: Tuesday, March 24, 2020 - 14:26
Title: History of the Revolutionary War
Grade Level: Middle
Short Answer:
Describe the porcelain teacup.
Draw pictures of people who would use cups like this and describe their social life.
Research and make posters showing causes of the Revolutionary War.
Make a graphic organizer showing taxes levied by the British Parliament.
Write "My Side" statements by the colonists and Great Britain.
Have a debate where one side defends the colonists and the other defends the British parliament.
Draw pictures of people who would use cups like this and describe their social life.
Research and make posters showing causes of the Revolutionary War.
Make a graphic organizer showing taxes levied by the British Parliament.
Write "My Side" statements by the colonists and Great Britain.
Have a debate where one side defends the colonists and the other defends the British parliament.
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Module Id: 951
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Submitted: Wednesday, February 26, 2020 - 17:05
Title: Cowbells
Grade Level: Middle
Short Answer:
Specifically, I plan to make butter with my students at the end of this school year. You take cream and shake it for a while until it changes from liquid to solid which is a physical change. Instead of making it purely science, I’m going to bring in an old cowbell to school. It’s a large cowbell that is all dented up. We can talk about why people may have used cowbells and why cows were so important. What did the cow supply for them? How would a cow add structure to the day for the farmers? Show pictures of butter churns. Imagine what farm life was like. Ask the students what questions they have and what answers they might supply. They might have stories from their grandparents to share. You could even extend the discussion to include the Great Depression and farm life compared to city life. The discussion can take place while the cream is being turned into butter. Serve your butter on crackers! That’s sure to engage them!
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Module Id: 689
User Id: 1363
Submitted: Thursday, February 27, 2020 - 14:49
Title: Build a House Activity
Grade Level: Middle
Short Answer:
Bring in some nails (preferably weathered) and discuss how nails are needed to build houses. Discuss the scarcity of nails and tell students that we want to find out the advantages and disadvantages of three different types of homes - framed houses, brick houses, and log cabins. They should think about construction, comfort, availability of supplies, and necessary skills.
Have a group of students build a house using popsicle sticks. Make the house 8 sticks high and 8 sticks wide. Glue dots can be used where nails belong. Let them count how many nails they would need for the construction of a framed house. Have the group list advantages and disadvantages of this type of house including construction, comfort, availability of supplies, and necessary skills.
Another group can build a house out of Legos which represent bricks or stones. Build the house the same size and calculate how many nails would be needed. Again, have the group list their ideas of advantages and disadvantages.
The last group will use Lincoln Logs to build a third structure that is also 8 logs high and 8 logs wide. Estimate how many nails they think they would need. They will need to decide how they will fill the cracks between the logs and again, make their lists of advantages and disadvantages.
Show pictures of log cabins, stone houses, and framed houses and have an open discussion where the students critically evaluate all three structures, whether they built that home or not. Have the students analyze the importance of mass production of nails and using sawmill boards. Expand the discussion to illustrate how this would affect westward expansion.
Have a group of students build a house using popsicle sticks. Make the house 8 sticks high and 8 sticks wide. Glue dots can be used where nails belong. Let them count how many nails they would need for the construction of a framed house. Have the group list advantages and disadvantages of this type of house including construction, comfort, availability of supplies, and necessary skills.
Another group can build a house out of Legos which represent bricks or stones. Build the house the same size and calculate how many nails would be needed. Again, have the group list their ideas of advantages and disadvantages.
The last group will use Lincoln Logs to build a third structure that is also 8 logs high and 8 logs wide. Estimate how many nails they think they would need. They will need to decide how they will fill the cracks between the logs and again, make their lists of advantages and disadvantages.
Show pictures of log cabins, stone houses, and framed houses and have an open discussion where the students critically evaluate all three structures, whether they built that home or not. Have the students analyze the importance of mass production of nails and using sawmill boards. Expand the discussion to illustrate how this would affect westward expansion.
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Module Id: 953
User Id: 1363
Submitted: Thursday, March 5, 2020 - 11:41
Title: The Power of Advertising
Grade Level: Middle
Short Answer:
Have students cut out or copy advertisements. Identify and classify different advertising techniques such as: New and improved, Recommended by specialists, Bandwagon where everyone does it, Improves your appearance, Endorsements by celebrities, Testimonials, Problems and benefits, and Fear tactics. Show and discuss the picture of the tires and apply it to WWII. Expand the tire picture to include the posters. Discuss the purpose of the posters and the rational for using them. Analyze the posters from the 1930s and 1940s from an advertising point of view and see how the government ads promoted compliance with the rationing system. Describe how this affected the war effort during WWII and how people can be generally influenced and possibly brainwashed into acting certain ways.
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Module Id: 1108
User Id: 1363
Submitted: Wednesday, March 11, 2020 - 12:25
Title: Filling the Shoe Order
Grade Level: Middle
Short Answer:
Begin by making a mock, Civil War time government. Have the students chose a Civil War government position or department from a bag. They will need to research their job and be able to explain their duties to the class. The research can be done in small groups. The positions/departments at that time were President, Vice President, Post Office, Treasury, Agriculture, State, War, Navy, Interior, and Attorney General. After the students have researched and shared their information, present a problem. Your army of 16,000 is growing to 3 million men. They will need uniforms, shoes, weapons, and ammunition along with other supplies such as blankets, tents, and horses. Which of these positions or departments will handle this new challenge? Have the mock government come up with a plan on how to get the supplies and how to pay for them. Some people in the class can offer to produce some of the supplies and discuss their prices, too. This role play could prove to be very interesting and informative.
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Module Id: 1002
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Submitted: Thursday, March 19, 2020 - 12:26
Title: Exploring Perspective
Grade Level: Middle
Short Answer:
Draw a square. Add lines to make it look like a three dimensional cube. Discuss the difference in the drawings from two dimensional to three. Invite an art teacher to come to class (if the teacher doesn't feel comfortable with this) and have the teacher guide the students in drawing a picture showing trees in the distance and up close. Discuss the difference with a three dimensional movie and a regular movie. Use this activity to discuss the stereoscope and how it changed the whole perspective of the world.
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Module Id: 1047
User Id: 1363
Submitted: Friday, March 20, 2020 - 17:11
Title: Hardships of Immigration
Grade Level: Middle
Short Answer:
Read a book as a class about the hardships of immigration. Instead of a book, students could read or listen to song lyrics that tells of the struggles experienced. Songs of slavery would be excellent to use. Divide into groups and have each group write and perform a short skit that illustrates the hardship. This could also be performed as a puppet show or be used to have students make their own booklet that illustrates a variety of hardships.
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Module Id: 1128
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Submitted: Monday, March 23, 2020 - 12:33
Title: "The Man Who Saved Christmas"
Grade Level: Middle
Short Answer:
Watch the movie called "The Man Who Saved Christmas." It is about a toy factory that was required to stop manufacturing toys and produce war equipment. It is a wonderful and heartwarming story about the human spirit and the compassion of Americans. Use that movie as the starting point to explore WWII on the home front. It includes switching the factories over for the war and retooling it to begin life over after the war. The movie encompasses much of this lesson about the dishwasher and could lead the class right to the Cold War between the US and the Soviet Union.
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Module Id: 1093
User Id: 1363
Submitted: Tuesday, March 24, 2020 - 14:33