Analyzing Objects
Porcelain
Musket Ball
Smallpox
Nail
Reaper
Shirtwaist
Transistor
Coffee
Record
Tire
Dishwasher
Dress
Stereograph
Stone
Shoe
Question 1:
Historical thinking is thinking related to the past and can derive from multiple origins. It can come from readings, writings, conversations, or analysis of tangible, physical sources.
Question 2:
Objects encourage historical thinking because they give us a direct connection to the past. Objects put a picture in our minds that help us to visualize the past. Objects encourage us to deepen our thinking and promote making the past relate to the present. Therefore, allowing us to make connections that eventually develop into a sense of awareness and understanding of history.
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Module Id: 689
User Id: 1378
Submitted: Sunday, March 1, 2020 - 12:00
Question 1:
I notice that this object is a shoe. It is made of leather and is very old. The toe is narrow and I see a slight heel. I think that this object may be a woman's shoe. I have an interest in the Civil War and therefore, this shoe reminds me of some of the shoes I've seen in photos and museums that were worn during this time. The stitching on the bottom is not uniform which may indicate hand stitched. The sole is smooth and slick. There's a V in the back heel area which may be decorative or have some function. I'm not certain. This shoe appears to have been worn by someone who did a lot of work or on their feet a great deal because it's not polished and shiny. It's rather dirty.
Question 2:
This object might connect to the history of cobblers, the history of shoe design, and women shoe design.
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Module Id: 1002
User Id: 1378
Submitted: Sunday, March 1, 2020 - 14:00
Question 1:
I think this is a coffee can because of the name Nescafe. I recognize the brand.
Question 2:
This can is small and compact so, I'm wondering if it was a ration portion during the depression or given in rations to soldiers during one of the World Wars.
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Module Id: 1147
User Id: 1378
Submitted: Sunday, March 8, 2020 - 16:31
Question 1:
I notice the banner pinned to her dress. It says Women Suffrage. I think it is around the early 1900's. I see an automobile in the background.
Question 2: This object might connect to women's rights and voting.
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Module Id: 1075
User Id: 1378
Submitted: Sunday, March 8, 2020 - 17:43
Question 1:
This object is part of a tea set. It is very ornate and trimmed in gold. Gold is often a sign of wealth, especially in the past. It is probably hand painted because the lines are not perfectly uniform.
Question 2:
I think this object could connect to the Boston Tea Party, British influence in American history, and possibly wealth in American culture.
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Module Id: 951
User Id: 1378
Submitted: Sunday, March 8, 2020 - 18:54
Question 1:
This item appears to be a ladies shirt. The waist is very small, which reminds me of the era when ladies wore corsets to cinch their waistlines. This garment may have a connection to the Victorian era. The buttons are plastic and may have been mass produced.
Question 2:
I'm wondering if this garment was manufactured or made a home? This garment could have a connection to clothing factories during the Industrial Revolution era or women working in factories.
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Module Id: 950
User Id: 1378
Submitted: Tuesday, March 17, 2020 - 08:25
Question 1:
This object is a letter sent through the post office. It is appears to be from a Confederate soldier of Confederate office to another Confederate individual. It says "official business" so, it may not be a personal letter, but a business type correspondence.
Question 2:
This object might connect to:
How did Confederate troops communicate with loved ones during the war?
How did Confederate troops communicate with other officials?
How did Confederate troops communicate with loved ones during the war?
How did Confederate troops communicate with other officials?
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Module Id: 1021
User Id: 1378
Submitted: Tuesday, March 17, 2020 - 09:26
Question 1:
This object is a dishwasher. I know that dishwashers are next to sinks and so, it probably is not an oven. It is in a kitchen that looks as if it is from the 1950's based upon style and design. Having a dishwasher is common place in homes today. In the past, I suspect that having a dishwasher was probably something available in more affluent homes.
Question 2:
I'm wondering if having a dishwasher in the home has a connection to commercial kitchens influencing the modernization of America's home kitchens.
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Module Id: 1093
User Id: 1378
Submitted: Tuesday, March 17, 2020 - 11:29
Question 1:
This object looks like it is a picture viewer. I notice an old photo attached to it. It has 2 holes for eyes and resembles a set of goggles.
Question 2: This object might be connected to photography or technology development.
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Module Id: 1047
User Id: 1378
Submitted: Tuesday, March 17, 2020 - 15:25
Question 1:
Historical thinking is encouraging a deep analysis of the way we view primary sources and how we connect to secondary sources. Historical thinking goes beyond seeing, but encourages wondering, which leads to knowing.
Question 2:
I can use objects to encourage historical thinking when I want my students to make a connection to the past. I can present them with photos of actual objects that are related to the content. For instance, if I am teaching famous Virginians and the Virginian I plan to introduce is Thomas Jefferson, I might show photos of Monticello, photos of Thomas Jefferson, photos of clothing worn during this time and so forth. I would also show photos of a typical home for that period as compared to a photo of Thomas Jefferson's home, Monticello. My goal would be get my students thinking about the differences they see. I would first want them to make simple observations. Then, I would encourage questioning. My first graders may not be able to come up with complex questions, but I strongly feel that given the opportunity, they can surprise you with good questions related to the primary sources. I would hope they would wonder who is this person, was he rich, was he important, what did he do, who's house was that, did it belong to him, where is this place?...and so forth. I think that encouraging historical thinking in my students will foster greater interest in the curriculum. It certainly will leave a greater impression upon them than regurgitating basic facts that leave no real impression. Using objects in historical thinking will leave an impression upon my students that will deepen their understanding of the standards, which is my goal when teaching content to begin with.
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Module Id: 689
User Id: 1378
Submitted: Sunday, March 1, 2020 - 12:59
Question 1:
This shoe connects to the quality of goods and mass production of goods that were needed when supply was low and demand was high. It may have led to need for ways to mass produce and the development of factories. For instance, tens of thousands of shoes were needed to outfit soldiers during the onset and expansion of the Civil War. However, only local merchants were available to meet the demands. Local shops were limited because they were limited in materials, labor, and human deficiencies. This may have led way to the surge of factories springing up during the Reconstruction post-war era.
Question 2:
In one of the earlier photos, people were lined up to join the war. There were more volunteers available than the Union could accommodate. The relationship began to change when the Union demanded private citizens to join the Army. Forcing participation changed their views on supporting the Army.
Another example, is the interaction private citizens had with the government. There was very little interaction between the government and citizens prior to the war. However, this changed and the government became a more dominant part of their lives affecting their family life, wealth, and status due to the struggles the war placed upon this country.
Currency also changed. Initially, gold and silver coins were the primary source of money exchange system used. Paper money began replacing coins. The citizens did not like this change from the government, but like the war, began to see it as a new change from the government that they would have to adjust to.
Another example, is the interaction private citizens had with the government. There was very little interaction between the government and citizens prior to the war. However, this changed and the government became a more dominant part of their lives affecting their family life, wealth, and status due to the struggles the war placed upon this country.
Currency also changed. Initially, gold and silver coins were the primary source of money exchange system used. Paper money began replacing coins. The citizens did not like this change from the government, but like the war, began to see it as a new change from the government that they would have to adjust to.
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Module Id: 1002
User Id: 1378
Submitted: Sunday, March 1, 2020 - 14:32
Question 1:
Instant coffee connects to broader themes in 20th century history because it was the beginning of prepared foods. Foods could be preserved and shipped to American soldiers abroad without sacrificing nutrition. Later, it became a way to sped up the cooking process and streamline meal prep as encouraged by American manufacturers. Overall, the idea of instant foods revolutionized grocery shopping by American consumers as we see it today. There probably isn't a single American home today that doesn't have at least one canned meat product, boxed cake mix, or frozen vegetable in their house.
Question 2:
A woman's role was primary housewife and caretaker. Women were encouraged to take care of all domestic needs including, but not limited to growing produce for their family. This was especially true during the war so American farmers could concentrate efforts on supplying produce for soldiers and not American households. After mass production of prepared foods, manufacturer's had massive quantities in stock and was not ready to abandon the prepackaged food industry. Therefore, women had accepted the idea that home grown was best for their families, now to be hopefully swayed that they would benefit more if using prepared foods. Advertisers had convinced women to think one way and suddenly they were asked to change their way of thinking. The advertisements seemed to appeal to a woman's sense of time. She would have more time with her family if she used prepared foods. The trade-off is that most women viewed this way of cooking as lazy. This was fine for the single woman, but not for a mother and wife. Advertisers had to find a common ground. Adding a fresh product to a prepared product suddenly changed unacceptable to acceptable. Women could still "cook" and have more time as the century evolved.
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Module Id: 1147
User Id: 1378
Submitted: Sunday, March 8, 2020 - 17:27
Question 1:
Instant coffee connects to broader themes in 20th century history because it was the beginning of prepared foods. Foods could be preserved and shipped to American soldiers abroad without sacrificing nutrition. Later, it became a way to sped up the cooking process and streamline meal prep as encouraged by American manufacturers. Overall, the idea of instant foods revolutionized grocery shopping by American consumers as we see it today. There probably isn't a single American home today that doesn't have at least one canned meat product, boxed cake mix, or frozen vegetable in their house.
Question 2:
A woman's role was primary housewife and caretaker. Women were encouraged to take care of all domestic needs including, but not limited to growing produce for their family. This was especially true during the war so American farmers could concentrate efforts on supplying produce for soldiers and not American households. After mass production of prepared foods, manufacturer's had massive quantities in stock and was not ready to abandon the prepackaged food industry. Therefore, women had accepted the idea that home grown was best for their families, now to be hopefully swayed that they would benefit more if using prepared foods. Advertisers had convinced women to think one way and suddenly they were asked to change their way of thinking. The advertisements seemed to appeal to a woman's sense of time. She would have more time with her family if she used prepared foods. The trade-off is that most women viewed this way of cooking as lazy. This was fine for the single woman, but not for a mother and wife. Advertisers had to find a common ground. Adding a fresh product to a prepared product suddenly changed unacceptable to acceptable. Women could still "cook" and have more time as the century evolved.
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Module Id: 1147
User Id: 1378
Submitted: Sunday, March 8, 2020 - 17:27
Question 1:
The color is significant and is symbolic to women's suffrage. White was a symbol of freedom as depicted in Greek costume and dance.
Question 2:
I think secondary sources that I would want to examine would be interviews by women or family members who witnessed the suffrage movement. I think census information would also be important. Were there a surge of births and deaths prior to the suffrage and then a dramatic shift after the movement? I think this type of information would either support or refute some of the claims made by suffragists during this time.
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Module Id: 1075
User Id: 1378
Submitted: Sunday, March 8, 2020 - 18:18
Question 1:
This tea set is a direct connection and reflection of British rule and influence upon American colonists. This tea set possibly represents British parliament gaining wealth at the expense of American colonists through taxation of goods and services. It signifies their gain and the colonists loss. This porcelain could connect to the unraveling of British rule upon the American colonists and the onset of the American Revolutionary War. It signifies British wealth at the expense of the American colonists.
Question 2:
I would want to compare lifestyle and income of the average British citizen to the American colonist. I think further evidence of a lack of colonist representation and further taxation would also be beneficial.
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Module Id: 951
User Id: 1378
Submitted: Sunday, March 8, 2020 - 19:50
Question 1:
This shirtwaist is connected to several broader themes. The first is the design of the garment, which allowed women to have more flexibility in clothing, and work outside of the home with greater comfort. This took the place of previous constricting garments wore by women before. The second connection is to the evolution of clothing factories and mass production of garments. Due to high demand and short supply, small sweatshops were disassembled and shop owners began to move businesses to factory type settings were more goods could be produced at faster rates.
Question 2:
Some questions not addressed in this module were:
Due to extreme mistreatment of employees, did the attention from the fire at the Triangle building spur the development of what later became known as the fair wage and labor act?
Secondly, did the mass fire and lack of equipment lead to the development of more advanced fire equipment?
Thirdly, did the mass fire force factory owners to put safeguards in their factories to better protect employees such as sprinkler systems and reliable fire escape systems?
Fourth, did the first women's strike give precedent to labor union development throughout our country?
Due to extreme mistreatment of employees, did the attention from the fire at the Triangle building spur the development of what later became known as the fair wage and labor act?
Secondly, did the mass fire and lack of equipment lead to the development of more advanced fire equipment?
Thirdly, did the mass fire force factory owners to put safeguards in their factories to better protect employees such as sprinkler systems and reliable fire escape systems?
Fourth, did the first women's strike give precedent to labor union development throughout our country?
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Module Id: 950
User Id: 1378
Submitted: Tuesday, March 17, 2020 - 09:03
Question 1:
This image of mail, as marked Confederate States of America, connects to broader themes such as spreading abolitionist materials via the postal department. It opens the gateway to exploring how slaves and slave sympathizers learned of the abolitionist movement. Many abolitionists used this pathway to send correspondence pre-civil war to further their cause and educate individuals against the immorality surrounding the institution of slavery. The postal system was created not only for communication, but had a duty to help preserve freedom of speech by distributing materials sent through their organization, despite opposition from slave holding states, who opposed the use of abolitionist materials being distributed through this system.
Question 2:
This module provided deeper understanding of the tensions surrounding the state rights in the years leading up to the Civil War by emphasizing how states were already in the habit of seeing themselves separate from the country as a whole. For instance, abolitionist materials could be sent through the postal department, but slave supporting southern states eventually made it illegal to do so in individual states. In my opinion, I realized that states were already in the mindset that if the federal government did not uphold what they agreed with, then they would take it upon themselves to change the law to fit their personal and political gains.
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Module Id: 1021
User Id: 1378
Submitted: Tuesday, March 17, 2020 - 10:59
Question 1:
Items, such as a dishwasher, relates to the development of American technology. This technological development shows the innovations of American workers to utilize wartime factories to now appeal to consumer masses.
Question 2:
Before, I did not have a deep understanding of the cold war. I did know that it wasn't a physical battle with bullets flying, but more of a structural battle. The cold war represents the opposition of other countries to embrace capitalism and to drown out any force that represented capitalism, in favor of a socialist government. I learned that the friendship of Russia with our country and other countries has been and continues to be an on and off type relationship. I witnessed in the video "kitchen debate" the superior attitude of the Russian leader. I saw his inability to embrace or respect new technological advancements, even when Nixon was requesting a share of mutual ideas for the betterment of each countries citizens.
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Module Id: 1093
User Id: 1378
Submitted: Tuesday, March 17, 2020 - 12:36
Question 1:
The stereoscope connects to 19th century history because of the product's influence upon social, educational, and political fanfare in the United States. The stereoscope was marketed as a way to become "worldly" without the costs of travel, as afforded by middle and upper class American families. It also became synonymous with education. Not only did the stereoscope appear in public libraries for everyday patrons to widen their horizons, but there is evidence showing this device used in classrooms to enhance student learning. The stereoscope was also used to photograph Presidents (Roosevelt) and other important American celebrities, to quench America's appetite f for stardom, and get a glimpse into famous lives.
Question 2:
The stereoscope is one example of the first glimpse of virtual learning. Students might explore how this technological advancement has changed by exploring how this device was further used in education, and what replaced it once popularity faded. With each new piece of technology, a smarter, sleeker, better version always appears to do away with the old and replace it with new. A student might research what were those devices. How did those devices lead to the technology we use today in the classrooms?
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Module Id: 1047
User Id: 1378
Submitted: Tuesday, March 17, 2020 - 16:28
Title: Encouraging Historical Thinking
Grade Level: Elementary
Short Answer:
I've learned that when promoting historical thinking, student engagement is greatest when students have opportunities for exploration. Curiosity is a natural part of learning and by feeding student curiosity, engagement just happens. When I think about strategies I would use, the first one is basic observation. This is something I do for every science unit or every science experiment. Isn't that why children love science experiments? The same seems to hold true for history. For instance, if I have a tangible object that is connected to my content standards, making simple observations about that object will spark their imaginations and encourage them to begin questioning. Young children need to touch, feel, smell, and use as many of their senses when learning, as much as possible. Having an actual primary source isn't always feasible, but I can at least show photos and provide connections using today's technology. I personally believe that wondering about a primary source's use, function, and role is probably more important than the initial observation of what you know. I would encourage my students to have conversations about their "I wonders" and make connections with their thinking to other peers.
Another strategy that I feel is very effective, was comparison analysis. The video on the Montgomery Bus Boycott resonated with me. The reason being is that it emphasized the importance of multiple perspectives. I think that is a great strategy to use because it helps students draw important conclusion based upon facts from various perspectives. Various perspectives is a form of secondary source, but equally important. One perspective in that particular segment was that Rosa Park's actions sparked the bus boycott whereas another observer noticed the date on a letter stating that the bus boycott was a possible forthcoming action a year prior. Even though, I truly believe that Rosa's actions were very significant in spurring the bus boycotts, I also believe that her actions may have tipped the scale causing a proposed thought to become a emanate movement. I drew a conclusion using both a primary source and secondary source. Therefore, using comparison analysis to get students to think and talk about their observations and encouraging the wondering, I believe will help them with historical thinking.
I also agree with the teacher who said she didn't tell her students if their observation was wrong or right when thinking that the candle form was a hot dog cooker. She allowed them to draw their own conclusions by thinking their way through the process. She allowed the process to unfold and in turn, the students came to logical conclusions about the object on their own. Not only did this encourage historical thinking, but her students will have a much deeper understanding of the primary source. Giving supports and allowing the thinking process to develop is a very effective strategy lesson I learned.
Another strategy that I feel is very effective, was comparison analysis. The video on the Montgomery Bus Boycott resonated with me. The reason being is that it emphasized the importance of multiple perspectives. I think that is a great strategy to use because it helps students draw important conclusion based upon facts from various perspectives. Various perspectives is a form of secondary source, but equally important. One perspective in that particular segment was that Rosa Park's actions sparked the bus boycott whereas another observer noticed the date on a letter stating that the bus boycott was a possible forthcoming action a year prior. Even though, I truly believe that Rosa's actions were very significant in spurring the bus boycotts, I also believe that her actions may have tipped the scale causing a proposed thought to become a emanate movement. I drew a conclusion using both a primary source and secondary source. Therefore, using comparison analysis to get students to think and talk about their observations and encouraging the wondering, I believe will help them with historical thinking.
I also agree with the teacher who said she didn't tell her students if their observation was wrong or right when thinking that the candle form was a hot dog cooker. She allowed them to draw their own conclusions by thinking their way through the process. She allowed the process to unfold and in turn, the students came to logical conclusions about the object on their own. Not only did this encourage historical thinking, but her students will have a much deeper understanding of the primary source. Giving supports and allowing the thinking process to develop is a very effective strategy lesson I learned.
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Module Id: 689
User Id: 1378
Submitted: Sunday, March 1, 2020 - 13:39
Title: Who wore these shoes?
Grade Level: Elementary
Short Answer:
I would show students the photo of the shoes. I would use the I See, I Wonder, I know model for this assignment. I would have them make observations about the shoe. I would also show a photo of the African American family and the photo of the cobbler shop and ask them to make a connection to the shoe after first having a discussion about the pair of shoes. I think it is important to discuss the shoes without them seeing the family photo. Then, I would have them make observations about the family photo and the cobbler's shop. My students are in the first grade so, I would only discuss this in terms of past and present, not the war. I may mention that the man in the photo is a soldier in a war, but not dive into the reason for the war since it is not a part of the curriculum. Having taught upper grades too, I would approach this entirely different and I would think in more terms of the war as it related to VA standards. However, in a first grade classroom, this example would be used more to show how families dressed in the past, how clothing changed over time (shoes), and how things were made in the past as opposed to now. I could even have them think about hand made versus factory mass productions.
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Module Id: 1002
User Id: 1378
Submitted: Sunday, March 1, 2020 - 14:45
Title: What's in the can?
Grade Level: Elementary
Short Answer:
I would show students the can of coffee, the boxed cake mix photo, and the warehouse photo with lots of canned foods. I would ask them what is this? What do these things have in common? A typical response would be "canned food", which would then open the discussion on how prepared foods evolved. I think it is also important to show the photo of the woman with homemade cans of food and ask them if this is what most of them have in their houses. The majority would probably not realize that both are canned foods. Hopefully, this would further deepen their curiosity of how canned foods changed from the version in the photo to what they have in their pantries.
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Module Id: 1147
User Id: 1378
Submitted: Sunday, March 8, 2020 - 17:39
Title: Woman in White
Grade Level: Elementary
Short Answer:
I would show students multiple photos of women in white dresses and ask them to find a common link. I would also ask them to think about the color-white. What does it represent? Why do they think white is the dress color of choice for these women? I would also show the photos of women protesting and the signs that say "women suffrage". I would have a discussion about the word suffrage and the root origin, suffer. What does it mean to suffer? What type of suffering could women have suffered? Was this photo from the past or the present? I would also have them make a personal connection to these resources as they relate to their grandmother to their mother. They are both women. I would ask students to think about what they know about their own families. Did their grandmother work outside the home? Does their mother work outside the home? What do they think the "job" of most women is supposed to be? These are all types of questions I would ask to help get conversations going and students thinking about these primary sources.
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Module Id: 1075
User Id: 1378
Submitted: Sunday, March 8, 2020 - 18:49
Title: Taxation without Representation
Grade Level: Elementary
Short Answer:
I would ask students to think about that title. What does it mean to represent? I would use prior knowledge of classroom discussion relating to elections and representatives. We would then discuss what is a fair representation. I would then use pretend money and purchase a pencil from a student. Then, I would have them give me a portion of that money back and tell them it is taxes owed to me. I would then give other students power to make decision about future pencils that student could sale and give them no say in the matter to spark the emotions of unfairness and no representation. I would show the pictures of the colonists in Parliament making the same argument and provide them as an example and basis for the American Revolution. I feel this would paint the picture and bring a personal connection to the content and how the colonist must have felt during this time.
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Module Id: 951
User Id: 1378
Submitted: Sunday, March 8, 2020 - 20:03
Title: Who wore this shirt?
Grade Level: Elementary
Short Answer:
I would engage students with the content of this module at the elementary level by showing them a picture of the shirt and the photo of women on strike. I would then ask, what connection could these items have with one another? After several guesses and conversation, I would show the photo of the women sitting at sewing machines in the one of the first factories. Hopefully, this would lead to a deep discussion of how goods are produced and how women played a role in garment production.
This module could create discussions on multiple topics: fire protection, fair labor acts, and development of labor unions to name a few. The hard part would be to pick one topic to focus on.
This module could create discussions on multiple topics: fire protection, fair labor acts, and development of labor unions to name a few. The hard part would be to pick one topic to focus on.
Redirect: /content/shirtwaist-wrap
Module Id: 950
User Id: 1378
Submitted: Tuesday, March 17, 2020 - 09:18
Title: Post office debate
Grade Level: Elementary
Short Answer:
I would start out with a K,W, L chart and ask students what they know about the post office. What do they wonder about the post office? Then, I would show them the photo of the letter marked Confederate States of America. I would ask, why doesn't it say The United States of America? We would have a discussion about the role of abolitionists and free speech. We would then have a discussion about how the post office could serve a facilitator role in free speech. My audience is elementary age so, I would continue along the lines of free speech and how the post office played a role in sending communication about different thoughts and ideas across this country.
Redirect: /content/mail-wrap
Module Id: 1021
User Id: 1378
Submitted: Tuesday, March 17, 2020 - 11:15
Title: American Standard-not just a brand, but a way of life
Grade Level: Elementary
Short Answer:
I would engage students by showing photos of the dishwasher and factory workers. I would ask them to make a hypothesis about the two and their connection. They would be allowed to analyze the photos and note anything that they see about each. Hopefully, they would notice that both photos are from the past and have a great deal of questions regarding a connection. This would open our discussion on economic development under capitalism and self-sustainment of America post war. I would use these resources to teach differences between capitalism socialism, then have a debate over which one provided greater quality of life for the citizens who fared under each system.
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Module Id: 1093
User Id: 1378
Submitted: Tuesday, March 17, 2020 - 12:46
Title: The first glimpse of Virtual Learning
Grade Level: Elementary
Short Answer:
I would engage students with the content in this model by asking them to define "virtual learning". After a brief discussion of the definition, I would show them an image of a stereoscope, the classroom image, and a photo of a modern day device (computer, etc..) and ask them to make the connection. I would then show them various primary source photos taken by Underwood & Underwood and ask them to tell me what do you see, what do you know, what do you wonder about? Afterwards, I would ask them if they wanted to visit Yellow Stone Park and couldn't travel the there, how could they still go? I would ask them how could they go in the past and in the present without physically traveling? Hopefully, they would make the connection to virtual reality. I would then explain that the stereoscope allowed people to explore beyond their world and connect with others, the same way we use modern technological advancements in our society to do the same.
Redirect: /content/stereoscope-wrap
Module Id: 1047
User Id: 1378
Submitted: Tuesday, March 17, 2020 - 16:42