Analyzing Objects
Porcelain
Musket Ball
Smallpox
Nail
Reaper
Shirtwaist
Transistor
Coffee
Record
Tire
Dishwasher
Dress
Stereograph
Stone
Shoe
Question 1: Thinking about and analyzing the past through persons, places, or objects.
Question 2:
Artifacts can tell stories about the past or give clues to what may have happened.
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Module Id: 689
User Id: 1409
Submitted: Tuesday, February 25, 2020 - 20:09
Question 1: It appears to be a dishwasher.
Question 2: Labor-saving devices put in homes post-WWII.
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Module Id: 1093
User Id: 1409
Submitted: Monday, March 9, 2020 - 22:02
Question 1:
It's an old stereoscope like we used to have when I was a kid. My mom got it from my grandaddy, I believe. I used to love looking at the images that became almost 3-D as looked through the scope.
Question 2:
I think this connects to our desire for entertainment. I know I used to spend a lot of time looking at the images produced by the stereoscope.
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Module Id: 1047
User Id: 1409
Submitted: Sunday, March 15, 2020 - 16:17
Question 1:
The handwriting is beautiful. It appears that it's being directed to a city and state only. Wild!
Question 2: The ways we communicate have been a huge part of American history.
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Module Id: 1021
User Id: 1409
Submitted: Monday, March 23, 2020 - 19:22
Question 1: It appears to be electronic components.
Question 2:
Electronics and technology make the world go round and have lead to a plethora of labor-saving devices.
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Module Id: 1146
User Id: 1409
Submitted: Wednesday, April 1, 2020 - 08:57
Question 1: It's a record with the famous dog/phonograph logo.
Question 2:
Music has always been a great American pastime and has evolved tremendously over the years.
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Module Id: 1128
User Id: 1409
Submitted: Wednesday, April 1, 2020 - 09:24
Question 1: It looks like some sort of organism from under a microscope.
Question 2: It could connect to the broader theme of disease in history.
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Module Id: 954
User Id: 1409
Submitted: Monday, April 13, 2020 - 15:35
Question 1: Old coffee can. WWII??
Question 2: Consumer desire for name-brand consumer goods?
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Module Id: 1147
User Id: 1409
Submitted: Thursday, April 23, 2020 - 15:43
Question 1: Evaluating and analyzing the past through primary sources.
Question 2:
Through analysis of primary sources, we can think about how complex historical figures and events actually were.
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Module Id: 689
User Id: 1409
Submitted: Tuesday, February 25, 2020 - 21:03
Question 1:
Khrushchev was correct that people in the US do like gadgets and having luxuries (AC, dishwashers, vacuums, etc) in our homes that you could argue may not be necessary. They gave us a sense of accomplishment and success just as they do now. And we all want to keep up with the Joneses.
Question 2:
These resources solidified my understanding of just how different our two worlds were. One capitalist and free and the other communist and dictatorial. While many Americans may have more than they need, it's better than so many going without and having zero choice as they did in communist Russia.
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Module Id: 1093
User Id: 1409
Submitted: Monday, March 9, 2020 - 22:18
Question 1:
I hadn't thought about the great influence these cards could have on people. I thought it was awesome how the students would use the cards to "go to" different countries and learn just as we would use google earth today.
Question 2:
First of all, my students would be fascinated by the stereoscope. Another major change would be slide projectors. While stereoscopes could show and teach an individual, these projectors could teach an entire group. This module makes me want to see if my mom still has that stereoscope so I can show it to my students. The original Instagram!
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Module Id: 1047
User Id: 1409
Submitted: Sunday, March 15, 2020 - 16:41
Question 1:
I hadn't even thought about the connection mail had to slavery and had no clue it caused such a rift that southern states outlawed the delivery of such mail. That blew my mind!
Question 2:
First of all, I had no idea this module was going to connect to slavery but I found it fascinating! I had no idea about the political mailings that happened then. It makes sense that it did but I'd never studied about it. I also couldn't believe that states would refuse to deliver pieces of mail and have no repercussion for such decisions. Awesome module!
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Module Id: 1021
User Id: 1409
Submitted: Monday, March 23, 2020 - 19:37
Question 1:
Technology rules the world. Radios, computers, amplification, cell phones, the list is never-ending. So many labor-saving devices and inventions changed the way Americans worked and lived.
Question 2:
How does the transistor relate to your life today?
What broader theme can you compare the transistor radio with?
What broader theme can you compare the transistor radio with?
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Module Id: 1146
User Id: 1409
Submitted: Wednesday, April 1, 2020 - 09:11
Question 1: It connects to the aspirations and struggles of immigrants to the US.
Question 2: The Library of Congress offers fantastic resources!
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Module Id: 1128
User Id: 1409
Submitted: Wednesday, April 1, 2020 - 09:46
Question 1:
I feel like the understanding of disease in the 18th century was still very vague. Like the rebuttals in this module of either pros or cons to vaccination.
Question 2:
I think looking through the disease lens helps us see the devastating effects of epidemics or pandemics (like we're dealing with now in 2020). I don't really see a drawback to this viewpoint especially when we think of events such as the Civil War that had more deaths due to infectious disease than actual combat.
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Module Id: 954
User Id: 1409
Submitted: Monday, April 13, 2020 - 15:52
Question 1:
This relates to the massive processed food market we know today. We can purchased "canned" anything! Coffee, veggies, meat, you name it!
Question 2:
I think they're limiting because ads still portrayed women as Susie Homemaker despite their involvement in factories and joining the male-dominated workforce.
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Module Id: 1147
User Id: 1409
Submitted: Thursday, April 23, 2020 - 16:03
Title: Primary Source Comparison
Grade Level: Middle
Short Answer:
While studying the Declaration of Independence, I would have students evaluate the runaway slave newspaper article authored by the same man who said we are all by nature free and born with unalienable rights. We would have a class discussion about the "messiness" of these contradictory pieces written by the same man.
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Module Id: 689
User Id: 1409
Submitted: Tuesday, February 25, 2020 - 21:13
Title: Labor-saving Devices
Grade Level: Middle
Short Answer:
I loved the "kitchen debate" between Nixon and Khrushchev. I think it can help students understand the stark contrast between communism and capitalism. Many of them can also relate to having all these "gadgets" in their homes now that so many Americans began having in the Postwar Era.
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Module Id: 1093
User Id: 1409
Submitted: Monday, March 9, 2020 - 22:22
Title: The Original Instagram
Grade Level: Middle
Short Answer:
My students would LOVE to see a stereoscope. In fact, my mom had one that I'm going to ask about. I know they would love seeing the 1900 equivalent of Instagram. It's fascinating to me that while the technology has changed, objectives have not. An invention from over 100 years ago was used the same way for engaging, messaging, entertaining, and learning as social media is today. This is easy classroom engagement!
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Module Id: 1047
User Id: 1409
Submitted: Sunday, March 15, 2020 - 16:48
Title: The Mail in History
Grade Level: Middle
Short Answer:
Oh my, I loved this module. I had no clue it was going to connect to a mail campaign led by the abolitionist movement! To me the module alone is enough to engage any learner. However, I would start by discussing the ease of disseminating information in 2020. Students could provide examples of how information is delivered. I would then work backwards with forms of communication from 2020 down to the 1830 campaign and discuss how disconnected people used to be.
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Module Id: 1021
User Id: 1409
Submitted: Monday, March 23, 2020 - 19:45
Title: Transistors
Grade Level: Middle
Short Answer:
There is so much fascinating and relatable content in this module. As a musician, I would begin class strumming my guitar with no amplification. Can you hear it? Next, I would connect the guitar to a solid state amplifier. Can you hear it now? Of course! I would have students note the sound and pick up the amplifier (relatively lightweight). Next, I would connect the guitar to a tube-powered amplifier. Students would quickly "feel" more power coming from the speaker. I would then allow them to lift, or try to lift, the tube amp. We would then have a discussion on the pros and cons of each and what the amplifier allows to happen not only for guitars but other applications.
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Module Id: 1146
User Id: 1409
Submitted: Wednesday, April 1, 2020 - 09:20
Title: Immigration
Grade Level: Middle
Short Answer:
I would engage my students first by simply showing images of immigrant workers, especially children, to get their gears turning. I would then share other visuals such as the Chinese Exclusion Act of 1882. I think it's important to make connections to today's society who still largely blames immigrants for "taking Americans' jobs" and the stigma and racism that goes along with it. While it may not be on the level of 1800s treatment (thanks to laws), I believe the sentiment is still strong. Students tend to be able to make those connections, at least in my experiences. Immigration has a harsh history and continues to be at the forefront of American politics.
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Module Id: 1128
User Id: 1409
Submitted: Wednesday, April 1, 2020 - 10:03
Title: Smallpox and COVID-19
Grade Level: Middle
Short Answer:
The engagement level of this module is so high right now given the current pandemic we are facing. The entire time I completed this module I compared it to Coronavirus. The comparison of how colonies dealt with quarantine and the need for distance is exactly how we're trying to deal with our current situation. In my opinion, just going through the module and comparing it with Coronavirus would provide sufficient student engagement.
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Module Id: 954
User Id: 1409
Submitted: Monday, April 13, 2020 - 16:01
Title: Can All You Can!
Grade Level: Middle
Short Answer:
I would begin by showing pictures of various "instant" meals that are seen on shelves today. I would ask the questions, "How many of you have ever had some of these?" and "Why might you have this pre-made meal for dinner?" I would then share the contents of this module with students on the history of pre-packaged, ready-made meals. Hopefully they'd find this module as interesting as I did!
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Module Id: 1147
User Id: 1409
Submitted: Thursday, April 23, 2020 - 16:07