Analyzing Objects
Porcelain
Musket Ball
Smallpox
Nail
Reaper
Shirtwaist
Transistor
Coffee
Record
Tire
Dishwasher
Dress
Stereograph
Stone
Shoe
Question 1:
Historical thinking is a process to understand events in history in an authentic way. It involves close observation and critical thinking of primary and secondary sources. Multiple sources would be cross checked or compared. In doing so, one would have to read critically, analyze and synthesize information as well as draw conclusions. Asking questions to deepen understanding and checking the validity and trustworthiness of sources are part of this process. It allows students to understand historical events from multiple and different perspectives.
Question 2:
Objects can be used to encourage exploration of understanding the past. Objects can give clues about ways people lived, materials available and how those materials were used, historical events during the time the object was made and how the specific object may have been used. Objects can bridge geographical locations to events that happened in history. Objects serve in the historical thinking process.
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Module Id: 689
User Id: 1413
Submitted: Friday, February 28, 2020 - 17:31
Question 1:
Historical thinking is a process to understand events in history in an authentic way. It involves close observation and critical thinking of primary and secondary sources. Multiple sources would be cross checked or compared. In doing so, one would have to read critically, analyze and synthesize information as well as draw conclusions. Asking questions to deepen understanding and checking the validity and trustworthiness of sources are part of this process. It allows students to understand historical events from multiple and different perspectives.
Question 2:
Objects can be used to encourage exploration of understanding the past. Objects can give clues about ways people lived, materials available and how those materials were used, historical events during the time the object was made and how the specific object may have been used. Objects can bridge geographical locations to events that happened in history. Objects serve in the historical thinking process.
Redirect: /content/what-historical-thinking
Module Id: 689
User Id: 1413
Submitted: Friday, February 28, 2020 - 17:40
Question 1:
This object seems to have detailed ornate sculpting around the rims of both the cup and saucer. I'm wondering if the painting on the item is hand painted and/or gold plated. The painted design also follows a repeated pattern. Is this design unique to a particular culture/country? It looks very delicate, maybe made of porcelain.
Question 2:
This item may connect during the time around the American Revolution where Europeans would often gather together and drink tea. It may also connect to a time where people were categorized into classes or hierarchies. Perhaps this item belonged to some wealthy, noble person.
Redirect: /content/porcelain-resources
Module Id: 951
User Id: 1413
Submitted: Friday, March 6, 2020 - 17:25
Question 1:
These boots look worn and weathered. It seems they are made of leather and some sturdy material in the shoe laces. The shoe is still attached to the heel and sole, and the sole has stitching that can be seen. That's unusual for today's shoes!
Question 2:
Most likely, these boots have been used for hard outdoor type of work. Perhaps they were shoes used in agriculture endeavors during early colonial times. Or maybe these are military boots issued to soldiers during either the Revolutionary War or Civil War. Even though they have much wear on them, they seem sturdy and served their purpose well. After all, they are still intact...not falling apart!
Redirect: /content/shoe-resources
Module Id: 1002
User Id: 1413
Submitted: Friday, March 13, 2020 - 16:48
Question 1:
I notice hundreds of old discarded tires piled up either in front of or behind a building possibly made of bricks with lots of windows. Because of the building, I'm thinking it may be located in a city.
Question 2:
Perhaps this was a dumping ground for unwanted tires. How are you supposed to dispose of unwanted tires? I was drawn to this image because it reminded me of my dad. He was a mechanic and would often work on cars on our property. Our back yard (where woods met lawn) was often strewn with piled up discarded old tires. Really annoyed my mom! Looking at all these tires, I think of the stories they must tell. What vehicles belonged to what tires?Who were the owners? Where have they traveled? I really have no idea how this connects to a time in history...proper disposal of tires is still a current issue.
Redirect: /content/tire-resources
Module Id: 1108
User Id: 1413
Submitted: Friday, March 20, 2020 - 11:54
Question 1:
This item seems to be a collection of nails or spikes most likely made of iron. They appear rusty, so this tells me they are old and have been outside for many years. Even though the nails are different lengths, they look similar. For example, the nail heads have a flat surface with a square like shape. The body of the nails are long, wide and flat. This makes me think they are quite sturdy and were probably used in big construction.
Question 2:
This image makes me think these nails or spikes were used on railroads. The railroad system allowed travel across long distances like cities, states, etc. The railroad industry not only allowed people to travel far distances, but it also proved good for the economy at that time. Raw materials, goods and other materials were transported this way. The railroad system provided jobs for many. One of my great grandfathers worked on the railroad.
Redirect: /content/nail-resources
Module Id: 953
User Id: 1413
Submitted: Tuesday, March 31, 2020 - 16:32
Question 1:
1. This looks like an old metal/tin can of Nescafe with a lid that needs a tool to wedge underneath so it can pop up. The can is scratched and scuffed. It appears to have some rust. this photo makes me think that this is something I would likely seat in a Cracker Barrel restaurant!
Question 2:
2. What I know about Nescafe is that it is instant coffee. Put a few teaspoons in a cup, add hot water and bam, instant coffee. Based on what I am learning from previous models, many consumable staples in history were mass produced. This provided for more jobs, easy accessibility and lower prices. However, mass produced items may not always be of superb quality.
Redirect: /content/coffee-resources
Module Id: 1147
User Id: 1413
Submitted: Saturday, April 18, 2020 - 18:17
Question 1:
Focusing on the dress, it is long and light colored. Perhaps it is made of a light material and appears to be more loose fitting for early 20th century women than compared to dress fashion in the past. Probably no corset or other uncomfortable binding clothing was worn underneath. She also has a scarf or some kind of banner draping down the lapel of her jacket. I see 2 words, one of which appears to say, "woman." I can't really make out the other word because part of the letters are missing. My best guess is "suffrage."
Question 2:
Because I notice an automobile in the background, most likely a model T, I'm thinking the time period is early 20th century. Perhaps this has to do with the women's rights movement. The motor vehicles gave women opportunities to leave and work outside of the home and rally others for their cause.
Redirect: /content/dress-resources
Module Id: 1075
User Id: 1413
Submitted: Saturday, April 25, 2020 - 20:40
Question 1:
Focusing on the dress, it is long and light colored. Perhaps it is made of a light material and appears to be more loose fitting for early 20th century women than compared to dress fashion in the past. Probably no corset or other uncomfortable binding clothing was worn underneath. She also has a scarf or some kind of banner draping down the lapel of her jacket. I see 2 words, one of which appears to say, "woman." I can't really make out the other word because part of the letters are missing. My best guess is "suffrage."
Question 2:
Because I notice an automobile in the background, most likely a model T, I'm thinking the time period is early 20th century. Perhaps this has to do with the women's rights movement. The motor vehicles gave women opportunities to leave and work outside of the home and rally others for their cause.
Redirect: /content/dress-resources
Module Id: 1075
User Id: 1413
Submitted: Saturday, April 25, 2020 - 20:42
Question 1:
The post mark stamp indicates a letter that has processed through a confederate post office. In the return address space, it is marked "Free" and "Official Business" which makes me think this letter could be confederate government business that pertains to the recipient. Based on the sending address, it looks as if the recipient lives in South Carolina as suggested by "SC".
Question 2:
This object was most likely around during the time of the civil war or right before as the words "Confederate States of America" suggests. The south had seceded from the north dividing the country at the time into two separate government systems, with each having its own president, currency, economy, way of life, etc.
Redirect: /content/mail-resources
Module Id: 1021
User Id: 1413
Submitted: Sunday, May 10, 2020 - 22:41
Question 1:
I believe I have a good understanding of how the historical thinking process works.
Question 2:
I think the how to actually do it part was helpful. Honing in on the physical properties first and then asking what it may have been used for stood out to me. Organizing this thinking in a chart is useful and guiding to students. Getting students to think, question and revise their thinking based on new or additional understanding of an object encourages historical thinking.
Redirect: /content/connections-essay-historical-thinking
Module Id: 689
User Id: 1413
Submitted: Friday, February 28, 2020 - 18:53
Question 1:
I believe I have a good understanding of how the historical thinking process works. Therefore, I am satisfied with my hypothesis statement.
Question 2:
I am satisfied with my hypothesis statement. However, I think the how to actually do it part was helpful. Honing in on the physical properties first and then asking what it may have been used for stood out to me. Organizing this thinking in a chart is useful and guiding to students. Getting students to think, question and revise their thinking based on new or additional understanding of an object encourages historical thinking.
Redirect: /content/connections-essay-historical-thinking
Module Id: 689
User Id: 1413
Submitted: Friday, February 28, 2020 - 18:55
Question 1:
Porcelain items, like the one in the picture, were mostly owned by the wealthiest in the 1600s. Later into the 18th century, porcelain became more accessible to well off middle class because of the Worcester Porcelain manufactory in England. Because of economic changes in reduced prices of tea, sugar, etc., porcelain items became more common. It represents a change in social and economic transition over time. In addition to dishes, porcelain had decorative and artistic purposes throughout history.
Question 2:
What impact did the American Revolution and its causes have on other countries? What other countries, if any, were invested in these causes and why? What kind of global relationships would these causes create?
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Module Id: 951
User Id: 1413
Submitted: Friday, March 6, 2020 - 19:00
Question 1:
Apparently these shoes were the type of shoes made and issued to soldiers during the Civil War. Because production of shoes was slow and the demand was high, shoes like these became (though common as they seem) a much needed item during the Civil War. In fact, the cost of such shoes during this time, could have risen to ridiculous amounts. In addition, the quality of these type of shoes could have diminished because the demand for them was so high to supply troops fighting in the war.
Question 2:
I get stuck on this question. Without the resources at hand, it is difficult for me to understand what additional resources are needed to answer the question asked. Primary resources are always helpful. Who wore these boots? How did he get them? For what purpose were they used? Who could answer these questions? Are there any family descendants of the owner who knows the story and can fill in the blanks? I came across an online article from Encyclopedia Virginia: Virginia Humanities that had this exact same image with the title, Shoes at Gettysburg. According to the article, these shoes were found in Gettysburg and suggested that soldiers fought over shoes during the time of the Civil War.
Secondly, after the Civil War, mass production of shoes and other needed supplies happened. Again, interviewing someone or a descendant of someone who worked in these factories could offer much insight. Researching and reading articles post Civil War would also add understanding.
Secondly, after the Civil War, mass production of shoes and other needed supplies happened. Again, interviewing someone or a descendant of someone who worked in these factories could offer much insight. Researching and reading articles post Civil War would also add understanding.
Redirect: /content/shoe-connections-essay
Module Id: 1002
User Id: 1413
Submitted: Friday, March 13, 2020 - 17:53
Question 1:
Looking at an image like this makes me realize that these old, bald discarded tires were most likely considered a goldmine during WWII. Apparently rubber was a precious resource during this time. It was needed for war efforts to provide tires for military vehicles, make belts and hoses needed to operate tank, truck and airplane engines. Because Japan had conquered Southeast Asia, getting rubber was nearly impossible and there became a rubber shortage. In fact, citizens were asked to stop all recreational driving to preserve rubber for war efforts.
Question 2:
Many of the posters seem biased to show exactly what the government wants its citizens to believe/think. In reality, what did the daily life and struggles look like for American citizens? Did these posters invoke a sense of pride, responsibility and renewed hope? Or did they invoke a sense of fear, hopelessness and gloom? What did people do to cope during this time? How were the elderly and misfortunate cared for?
Redirect: /content/tire-connections-essay
Module Id: 1108
User Id: 1413
Submitted: Friday, March 20, 2020 - 13:19
Question 1:
Mass produced nails allowed for houses to be built using various materials at a quicker rate and less expensive to build. Mass produced nails actually revolutionized American home construction. Prior to this, nails were rare and made by hand by a skilled blacksmith. As a result, settlers often built houses that did not require nails in the construction. The brick or stone house as well as the post and beam house required skilled masons or carpenters to build. These were expensive. The less expensive log cabin was dark, drafty and uncomfortable to live in. Because of mass produced nails, frame type houses evolved which were relatively quick and inexpensive to build. In addition, skilled masons and construction workers were not required to build these types of houses. This new way of building homes was conducive to the westward expansion and daily living during that time.
Question 2:
Mass produced nails made building other structures for daily living and commerce possible...schools, churches, railroads, taverns, etc. This all contributed to the progressive development and expansion westward.
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Module Id: 953
User Id: 1413
Submitted: Tuesday, March 31, 2020 - 21:35
Question 1:
1. Instant coffee became one of many freeze dried, instant foods that became part of the American soldier's rations during WWII. Food manufacturers needed to come up with a way to preserve shipped food to soldiers. Food that would withstand various temperatures, would not spoil and have a long shelf life. Food that would have vitamins and nutritional value. After WWII, food companies wanted to continue producing instant foods and sell it to the general public. However, it took a while for this idea of instant foods to catch on, especially with women.
Question 2:
2. Because of political propaganda, there is always going to be at least 2 sides of an argument. The advertisements for instant foods made it seem using instant foods would be easier, less time consuming and just as tasty as homemade. Further, a consumer of instant foods would be considered "modern." Advertisements opposing instant foods show patriotic women who are loyal and self sufficient. This created a divide among women. Women who used instant foods were often considered lazy, sloppy, single, lonely, etc. compared to those who did not. It created unpleasant emotional associations with women who preferred using instant foods. Advertisers were faced with shifting the way they advertise to show that creating meals with instant foods was a positive experience. Women began changing from the traditional view of stay at home and work like a dog to take care of the home, husband, children, cooking, laundry etc. to becoming a newer more modern view of working outside the home and earning income as men. Perhaps instant foods created a beginning to this era for women.
Redirect: /content/coffee-connections-essay
Module Id: 1147
User Id: 1413
Submitted: Saturday, April 18, 2020 - 19:45
Question 1:
1. Instant coffee became one of many freeze dried, instant foods that became part of the American soldier's rations during WWII. Food manufacturers needed to come up with a way to preserve shipped food to soldiers. Food that would withstand various temperatures, would not spoil and have a long shelf life. Food that would have vitamins and nutritional value. After WWII, food companies wanted to continue producing instant foods and sell it to the general public. However, it took a while for this idea of instant foods to catch on, especially with women.
Question 2:
2. Because of political propaganda, there is always going to be at least 2 sides of an argument. The advertisements for instant foods made it seem using instant foods would be easier, less time consuming and just as tasty as homemade. Further, a consumer of instant foods would be considered "modern." Advertisements opposing instant foods show patriotic women who are loyal and self sufficient. This created a divide among women. Women who used instant foods were often considered lazy, sloppy, single, lonely, etc. compared to those who did not. It created unpleasant emotional associations with women who preferred using instant foods. Advertisers were faced with shifting the way they advertise to show that creating meals with instant foods was a positive experience. Women began changing from the traditional view of stay at home and work like a dog to take care of the home, husband, children, cooking, laundry etc. to becoming a newer more modern view of working outside the home and earning income as men. Perhaps instant foods created a beginning to this era for women.
Redirect: /content/coffee-connections-essay
Module Id: 1147
User Id: 1413
Submitted: Saturday, April 18, 2020 - 19:45
Question 1:
The white color, loose fitting dresses worn by women in the early 20th century represented a symbol for women's suffrage. White was also a symbol of purity. Parades and pageants of women wearing white performed dances in natural, free movement, indicating the "emancipated woman." Suffragists marched, protested and advocated for women's rights, particularly the right to vote. The railroads and automobiles made it easier for women to tour across the country to speak and organize. Because of these efforts, the 19th Amendment extended voting rights to women.
Question 2:
It would be interesting to understand what the suffrage cause looked like in the north compared to the south, since the south was in the thick of Jim Crow laws during this movement.
Redirect: /content/dress-connections-essay
Module Id: 1075
User Id: 1413
Submitted: Saturday, April 25, 2020 - 21:35
Question 1:
Leading up to the Civil War, the post office was a place to not only disseminate mail, but to gather as a meeting place for the community. It often became a central location for political agendas. The coming and going of mail also had heavy political ties. For example, abolitionists would sent their anti slavery mail by the hundreds of thousands using the U.S. postal system. Southern states would combat that by trying to sabotage their efforts by breaking into post offices and burning abolitionists' mail. Most likely, a few post offices may have even gotten burned down.
Question 2:
Something that stands out to me is that most of us have some working knowledge of the bigger historical events leading up to the Civil War and the war itself. What I haven't given thought or consideration to is the significance of an every day item, like a piece of mail, a post office or a pair of boots, could have so much historical significance to the bigger events. They are like the smaller pieces of the puzzle that are the infrastructructure links to the bigger historical content.
I'm not sure if this really addresses the question asked, but this is what stands out in my mind. And because of this, I see myself incorporating more historical thinking type activities in my Social Studies lessons.
I'm not sure if this really addresses the question asked, but this is what stands out in my mind. And because of this, I see myself incorporating more historical thinking type activities in my Social Studies lessons.
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Module Id: 1021
User Id: 1413
Submitted: Monday, May 11, 2020 - 00:19
Title: Teacher/5th Grade
Grade Level: Elementary
Short Answer:
I see this as an overview and introduction to historical thinking and exploring objects. To introduce this concept would possibly get students interested and excited to learn about the past in a different more engaging way. I could start the process by bringing in one object, publication or picture from the past and begin a conversation.
Redirect: /content/analyzing-objects-wrap
Module Id: 689
User Id: 1413
Submitted: Friday, February 28, 2020 - 19:02
Title: Teacher/5th Grade
Grade Level: Elementary
Short Answer:
I think it would be interesting to look back in my own family history and search for any items from this time period. I would reach out to my students' families to do the same. I'm sure I would get some interest/responses. ;) Have the objects brought in, and much like in this module exercise, have students discuss notices and possible uses. Perhaps myself or family members can bring in research about their items or offer to come in and talk about them. There's always a story with this kind of activity. Later, students could piece together what they are learning in class about the American Revolution and the items brought to class. This would bring in some great discussion and deeper understanding of the time period.
Redirect: /content/porcelain-wrap
Module Id: 951
User Id: 1413
Submitted: Friday, March 6, 2020 - 19:16
Title: How Much is too Much?
Grade Level: Elementary
Short Answer:
There are so many relevant issues in history and even today that involve government influence or even control. Patriots, Loyalist or Neutrals during the Revolutionary War. President's Trump Wall, etc. As government perceives needs of its citizens regarding safety, economy, etc., it will most likely need to evolve, transform and expand...often at the expense of its citizens. Students could be given topics in history where government influence is highly paramount. Students should have access to primary and secondary resources for their topic. They should consider issues on all sides or choose a side. If asked to choose, perhaps a debate could follow.
Redirect: /content/shoe-wrap
Module Id: 1002
User Id: 1413
Submitted: Friday, March 13, 2020 - 18:27
Title: War gives increased power to U.S. Federal Government
Grade Level: Elementary
Short Answer:
Students would come to an understanding that the role of the federal government changes during times of war and would notice an increase of their power. For example students could compare and contrast the roles of government during the Civil War and during WWII. What supplies were needed in each war effort? From where did resources come and how were needed items produced? What role did the U.S. Government play in each war? What role were U.S. citizens asked to play and how did this role affect their daily lives?
Redirect: /content/tire-wrap
Module Id: 1108
User Id: 1413
Submitted: Friday, March 20, 2020 - 13:37
Title: A New Spin on an Old idea
Grade Level: Elementary
Short Answer:
I found the different styles and blueprints of 18th and 19th century homes interesting. Imbedding this part of history with the westward expansion era, could make for some creative, budding architects to rise up. Students would research 18th and 19th centuries house designs. The Sears Homes Archives in this module, for example, would be used. Students would then research 21st century home designs and blueprints. They would compare and contrast the past with the present to create a new design. Perhaps they could even think of one or two new innovative, futuristic designs to add. These new additions should be on trend with where things are going in our world. Students would work with a partner or small group to design a blueprint for a new house. Later, students could use assigned materials to build a model of the house they designed. They should be able to show how the house will add to and benefit the daily lives of its occupants in today's society.
Redirect: /content/nail-wrap
Module Id: 953
User Id: 1413
Submitted: Tuesday, March 31, 2020 - 21:53
Title: Homemade or Instant?
Grade Level: Elementary
Short Answer:
1. In a 5th or 6th grade class, brainstorm a list of dishes/desserts kids like to eat. For example, mashed potatoes, spaghetti, green beans, cake, ice cream, etc. Have them choose one item from the list. Ask them to get an adult at home to help them.
2. Make a food item from scratch and make the same from a prepackaged instant container.
3. Complete a graphic organizer such as a Venn Diagram or T Chart to compare and contrast the process, ingredients used, time it took and taste. Perhaps even notice any feelings arise as you are going through the process of both. Think about the pros and cons to both and your personal preference.
3. Use your notes from the graphic organizer to write an essay or create a digital presentation about this experience and preference.
4. OPTIONAL: Bring your dishes or desserts to class.
2. Make a food item from scratch and make the same from a prepackaged instant container.
3. Complete a graphic organizer such as a Venn Diagram or T Chart to compare and contrast the process, ingredients used, time it took and taste. Perhaps even notice any feelings arise as you are going through the process of both. Think about the pros and cons to both and your personal preference.
3. Use your notes from the graphic organizer to write an essay or create a digital presentation about this experience and preference.
4. OPTIONAL: Bring your dishes or desserts to class.
Redirect: /content/coffee-wrap
Module Id: 1147
User Id: 1413
Submitted: Saturday, April 18, 2020 - 20:00
Title: Women Who Changed History
Grade Level: Middle
Short Answer:
After completing the background information of women's suffrage, students could research other women (past and present) that have and are changing history. Students should consider how their efforts have not only paved the way for women in certain areas but how their efforts/influences have a broader impact in society. Students could even add a reflective piece of contributions they could make that would make positive changes for themselves and others. Students could choose from a variety of mediums or media platforms to present their research. For example, video, slides, storyboards, etc.
Redirect: /content/dress-wrap
Module Id: 1075
User Id: 1413
Submitted: Saturday, April 25, 2020 - 21:54
Title: Social Media: Today's Post Office
Grade Level: Middle
Short Answer:
1. Students would peruse various social media (Twitter, Instagram, etc.) to look for posts that show political views/propaganda of current issues in the world today. Students would share findings and discuss views/causes in class. Parents would need to be on board with this.
2. Students would choose a current issue they are interested. They would choose a side and post an argument for their side on social media (parent approved, of course!). The argument could contain opinions but must be supported with researched evidence. Students would watch their posts for a few days to a week and report any feedback they observed. For example, likes, dislikes, shares, and comments. Ask students to observe any feelings that rise up within them when they are reading comments to their posts and noticing the number of likes and dislikes. Do likes and agreeable/positive comments create a bond/community with those individuals, and do dislikes and disagreeable/negative comments create resistance with those individuals. Ask students to share (voluntarily).
3. Compare any of these feelings (especially the resistance) to those of northerners and southerners and the causes they argued.
2. Students would choose a current issue they are interested. They would choose a side and post an argument for their side on social media (parent approved, of course!). The argument could contain opinions but must be supported with researched evidence. Students would watch their posts for a few days to a week and report any feedback they observed. For example, likes, dislikes, shares, and comments. Ask students to observe any feelings that rise up within them when they are reading comments to their posts and noticing the number of likes and dislikes. Do likes and agreeable/positive comments create a bond/community with those individuals, and do dislikes and disagreeable/negative comments create resistance with those individuals. Ask students to share (voluntarily).
3. Compare any of these feelings (especially the resistance) to those of northerners and southerners and the causes they argued.
Redirect: /content/mail-wrap
Module Id: 1021
User Id: 1413
Submitted: Monday, May 11, 2020 - 01:01