Analyzing Objects
Porcelain
Musket Ball
Smallpox
Nail
Reaper
Shirtwaist
Transistor
Coffee
Record
Tire
Dishwasher
Dress
Stereograph
Stone
Shoe
Question 1:
It is a blouse for women from the early 1900s known as a shirtwaist. It was a very popular style at the time, with the pinstripes, the cinched waist, and the little extra fabric in the shoulders. Still demure, but feminine, as well.
Question 2:
This would definitely relate to the Triangle Shirtwaist fire, which would connect with American history by bringing up issues related to worker safety, building codes, and fire department responses. It was an incident that still impacts lives today, due to changes that were made as a result of this tragedy.
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Module Id: 950
User Id: 1416
Submitted: Tuesday, February 25, 2020 - 15:08
Question 1:
To me, historical thinking is not simply taking the facts or artifacts of historically significant events and regurgitating them. It's bringing in a variety of perspectives from as many primary sources as possible. It's analyzing those sources and understanding their credibility or influences. It's making sure we have a connection between claims that people make and evidence we have that can prove (or disprove) those claims. And, it's seeing these things within their historical context, not just the filter of modern knowledge that we have today.
Question 2:
Objects can be used to encourage historical thinking in a variety of ways. Objects can show what sort of value society placed on certain things at the time. Objects can provide perspective and historical context. Objects can spark visual and kinesthetic learning. Objects can be the evidence used to prove or disprove a theory. Lastly, objects can be used to inspire, to encourage, and to enthrall. Imagining history is one thing. It's quite another when you can see it, touch it, feel it, and hold it in your hands.
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Module Id: 689
User Id: 1416
Submitted: Wednesday, February 26, 2020 - 11:03
Question 1:
It's a black and white photo, which automatically makes me think early to mid 1900s. Based on the thinness of the tires, I would lean towards early 1900s. It's a huge pile outside of what appears to be a factory or some other large building. Based on the windows of the building (very large, single-pane) I feel like it validates my timeline. The ground in front of the tires is worn and not well-maintained, so it could be an abandoned building.
Question 2:
My first instinct leads me to think it has to do with some sort of drive to conserve and reuse rubber for the war effort, most likely WWII, where Jeeps and transport trucks were in more use. However, it could simply be a pile of abandoned tires near an abandoned building during the Great Depression, perhaps near a Hooverville.
Redirect: /content/tire-resources
Module Id: 1108
User Id: 1416
Submitted: Thursday, March 5, 2020 - 10:32
Question 1:
It appears to be tiny, but that could be the perspective of the camera. It's in black and white, which I don't think it's for effect, so I would guess sometime prior to the 1980s. It has a space-age feel to the design of the objects. The lighting is very angled, which could be because of the time of day or artistic effect. I have zero idea as to what it actually is.
Question 2:
I have no idea. Is it a small set of tools for use in some manufacturing process? Or is it a large rocket proto-type?
Redirect: /content/transistor-resources
Module Id: 1146
User Id: 1416
Submitted: Thursday, March 5, 2020 - 14:15
Question 1:
It appears to be tiny, but that could be the perspective of the camera. It's in black and white, which I don't think is for effect, so I would guess sometime prior to the 1980s. It has a space-age feel to the design of the objects. The lighting is very angled, which could be because of the time of day or artistic effect. I have zero idea as to what it actually is.
Question 2:
I have no idea. Is it a small set of tools for use in some manufacturing process? Or is it a large rocket proto-type?
Redirect: /content/transistor-resources
Module Id: 1146
User Id: 1416
Submitted: Thursday, March 5, 2020 - 14:41
Question 1:
It looks like an early dishwasher, probably somehwat high-end for the time, as it "blends in" with the rest of the cabinetry. I say early because of its design: the baskets are very different than what we have today. The latch on the door is much simpler. There is a larger door at the bottom, presumably for access to fix the device, when needed.
Question 2:
This might tie in to the electrification of the our country, beginning in the 1920s, and all of the new electric inventions that were spreading across the country. Since dishwashers were't really a part of that early explosion, it could have to do with the switch back over to consumer goods following WWII, as we built new homes in the suburbs.
Redirect: /content/dishwasher-resources
Module Id: 1093
User Id: 1416
Submitted: Wednesday, March 18, 2020 - 14:06
Question 1:
It's wood and metal and glass. The lenses seems to magnify the images, which seems to be the same image transposed twice, presumably one for each eye. I'm assuming this gived the viewer some sort of optical illusion (such as a 3-D effect). It's very simple, so I would put it in the 1800s.
Question 2:
This object could have to do with the new invention craze of the late 1800s, or perhaps the Americans' obsession with entertainment in the same time period.
Redirect: /content/stereoscope-resources
Module Id: 1047
User Id: 1416
Submitted: Friday, March 20, 2020 - 13:20
Question 1:
It's scuffed and scraped. It's a coffee can, since Nescafe is a brand I've heard of. It's rusty and a drab olive green color.
Question 2:
The olive green makes me think military, as if it might be distributed to soldiers who need a boost of caffeine in a time of war.
Redirect: /content/coffee-resources
Module Id: 1147
User Id: 1416
Submitted: Wednesday, April 8, 2020 - 12:11
Question 1:
The dress is pure white and a bit wrinkled, making me think two things: she's probably been in a car or carriage for a while and the material might well be some type of cotton or linen product. It's long with long sleeves, which would be like the style of the turn of the 20th century. She has some sort of banner draped on it that says something about women.
Question 2:
I would assume from the image that this woman would be a suffragette, fighting for the rights of women to get the right to vote.
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Module Id: 1075
User Id: 1416
Submitted: Wednesday, April 22, 2020 - 23:24
Question 1:
To me, historical thinking is not simply taking the facts or artifacts of historically significant events and regurgitating them. It's bringing in a variety of perspectives from as many primary sources as possible. It's analyzing those sources and understanding their credibility or influences. It's making sure we have a connection between claims that people make and evidence we have that can prove (or disprove) those claims. And, it's seeing these things within their historical context, not just the filter of modern knowledge that we have today. We also must look at the issue of sourcing, to bring a validity to our claims and views.
Question 2:
Objects can be used to encourage historical thinking in a variety of ways. Objects can show what sort of value society placed on certain things at the time. Objects can provide perspective and historical context. Objects can spark visual and kinesthetic learning. Objects can be the evidence used to prove or disprove a theory. Lastly, objects can be used to inspire, to encourage, and to enthrall. Imagining history is one thing. It's quite another when you can see it, touch it, feel it, and hold it in your hands. I think that it's also important to be able to ask critical thinking questions which help us to solve the "mysteries" of historical thinking about the objects we have.
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Module Id: 689
User Id: 1416
Submitted: Wednesday, February 26, 2020 - 14:31
Question 1:
My initial reaction was correct: it's a drive to collect and reuse rubber for the WWII effort. However, I didn't account for the rubber need for the many belts used to run engines of ALL vehicles in that era, nor did I account for the scarcity due to Japan controlling much of the area that produced rubber in Southeast Asia.
Question 2:
To analyze the posters, you would need to ask questions such as: Who is the audience for this? What is the goal of the poster? What specifically does it ask people to do? Why do you think the government felt the need to produce this poster? What else is happening the world at this time that would impact this?
Redirect: /content/tire-connections-essay
Module Id: 1108
User Id: 1416
Submitted: Thursday, March 5, 2020 - 10:43
Question 1:
It connects to broader themes in a variety of ways. First of all, it was a catalyst: it led to a race to finding ways to increase computing power in smaller and smaller components. It also answers the basic question of history: how did we get here? We don't just start at the finish line. There are a series of steps, ideas, creations, successes, and failures along the way. You could also use the transistor to introduce a lesson on the rise of the modern age and portable devices.
Question 2:
When analyzing the patents, I would want to think about: What other approaches were out there to solve these issues? How come some people's ideas got through and were used successfully, while other very similar ideas were not? What sorts of methodologies must these people have used to developed new technologies and get more patents? What was happening in society to encourage more people to try and develop more items to patent?
Redirect: /content/transistor-connections-essay
Module Id: 1146
User Id: 1416
Submitted: Thursday, March 5, 2020 - 14:40
Question 1:
It connects to broader themes in a variety of ways. First of all, it was a catalyst: it led to a race to finding ways to increase computing power in smaller and smaller components. It also answers the basic question of history: how did we get here? We don't just start at the finish line. There are a series of steps, ideas, creations, successes, and failures along the way. You could also use the transistor to introduce a lesson on the rise of the modern age and portable devices.
Question 2:
When analyzing the patents, I would want to think about: What other approaches were out there to solve these issues? How come some people's ideas got through and were used successfully, while other very similar ideas were not? What sorts of methodologies must these people have used to developed new technologies and get more patents? What was happening in society to encourage more people to try and develop more items to patent?
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Module Id: 1146
User Id: 1416
Submitted: Thursday, March 5, 2020 - 14:41
Question 1:
It connects to broader themes as we look at the give-and-take between labor and ownership. There are times, like the deregulation of the 1920s, where labor weakens, and there are other times, like the New Deal legislation of the 1930s and during WWII, where labor unions have a great deal more power.
Question 2:
I think this module might be a jumping-off point to look at the correlation between workplace tragedy and the rise of union power and membership. It would also be nice to look at what changes were made as a result of workplace accidents: for example, has there ever been a safety improvement made in the workplace WITHOUT an incident having taken place?
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Module Id: 950
User Id: 1416
Submitted: Wednesday, March 18, 2020 - 13:46
Question 1:
It connects to broader themes by tying in not only convenience for the modern American family, but by showing American industrial might after WWII and by showing American values, as well.
Question 2:
I never thought of the dishwasher as being a symbol of the American lifestyle during the Cold War, but the debate between Khruschev and Nixon really brought home how a simple, time-saving device could be perceived in other parts of the world: one which has a very different values system from our own.
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Module Id: 1093
User Id: 1416
Submitted: Wednesday, March 18, 2020 - 14:29
Question 1:
It really goes beyond simple entertainment. It speaks to the heart of society: what is it that people in the late 1800s and early 1900s found to be important? What is it they wanted to see and know about? Also, how much of what they wanted to see and know about was fed to them by Underwood and Underwood? How much influence did this company have over what Americans valued?
Question 2:
The same lessons can certainly be applied to new forms of technology. How much of what we see and hear is what we want to see vs. what some entertainment executive WANTS us to see? We can also compare and contrast the types of images seen at the turn of the century to what we see today, and discover what society felt was important and entertaining.
Redirect: /content/stereoscope-connections-essay
Module Id: 1047
User Id: 1416
Submitted: Friday, March 20, 2020 - 13:39
Question 1:
I was right about the use of the coffee in the military, but it was interesting to see how something so needed for soldiers in WWII became so tough to market to consumers after the war was over. That applied to other "instant" products, as well: from cake mixes to potatoes to coffee. Not just the taste was a factor, either, but public perceptions about being lazy an not actually "cooking" played a part.
Question 2:
As Mad Men will tell you, most advertising was being done by men, so it was less the women's perception of things and more the men's perception of the women's perception of things. Plus, anytime you use advertising to understand roles in society, you have to keep in the back of your mind that reason number one for advertising is to sell a product. They aren't necessarily out there giving you a realistic view of gender roles. Most are giving you an idealistic view of those roles, through the eyes of men in advertising and owners of companies.
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Module Id: 1147
User Id: 1416
Submitted: Wednesday, April 8, 2020 - 12:32
Question 1:
I was right about the person and the cause she was fighting for. The white standing for purity was kind of obvious, but I didn't make the connection to the Greek and Roman parts that they would play in history. Obviously, Lady Justice would be the perfect example for them to follow, because that is how these women saw the issue: one of justice.
Question 2:
I think secondary resources, beyond the Constitution, would be some of the writings to the presidents by suffragettes over the years, especially focusing on Woodrow Wilson, as they convinced him to change his position and throw his support behind the cause. I would also think that speeches given at various women's conferences (even the ones held in Europe) would yield a look at the different voices and approaches to the suffrage movement. I think, too, as we look at secondary sources (as opposed to the primary ones I've mentioned), we look at statistical data regarding the changes in the U.S. since suffrage. What influence have women had on presidential elections? What causes have they supported? What percentage of women vote over the years? How have their earnings changed?
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Module Id: 1075
User Id: 1416
Submitted: Wednesday, April 22, 2020 - 23:49
Title: Historical Thinking
Grade Level: Middle
Short Answer:
I think this module has the most important content, in that it teaches students the techniques on how to properly analyze primary sources, which is essential to them understanding history for themselves. It allows them to view history in their own way, rather than accepting what others say about history. (Including me.) That's the first thing I would emphasize with my students: how using historical thinking empowers them and their education.
Secondly, I would teach them the skills needed to think historically. We would go through an example together, with an object familiar to them. This would cause them to think about the object in a new and more analytical way, which would really emphasize the techniques of historical thinking and give those techniques real value to the kids. (Here's this thing I THOUGHT I knew about, and now I'm seeing it in a whole new way.) Once they see the value in something, they are much more willing to apply that technique.
Secondly, I would teach them the skills needed to think historically. We would go through an example together, with an object familiar to them. This would cause them to think about the object in a new and more analytical way, which would really emphasize the techniques of historical thinking and give those techniques real value to the kids. (Here's this thing I THOUGHT I knew about, and now I'm seeing it in a whole new way.) Once they see the value in something, they are much more willing to apply that technique.
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Module Id: 689
User Id: 1416
Submitted: Thursday, February 27, 2020 - 10:44
Title: Just a Pile of Tires?
Grade Level: Middle
Short Answer:
With this module, I would have to make sure that students remember the events leading up to U.S. involvement in WWII, especially how people had to conserve and ration just to survive during the Great Depression. I would then want to have them look at a car: images or even simulators used to train mechanics. I would want them to see all of the uses for rubber and why it was so valuable. Then, I might utilize Google Earth and show them where the rubber plants were primarily based, and overlay that with a map of lands conquered by Japan by 1942. Once they have this background knowledge, I think it would make it easier for them to make some of these connections.
Redirect: /content/tire-wrap
Module Id: 1108
User Id: 1416
Submitted: Thursday, March 5, 2020 - 12:44
Title: The Impact of the Transistor
Grade Level: Middle
Short Answer:
For this, I would love to bring in old and new versions of some things and have a gallery walk. I would have the students try to pair things that they think go together. See if they can match the old remote and to modern remote, for example, and then analyze the functionality of the two items, the size, and the cost.
Another thing I would do is have a circle of things (like on old calculator, a stopwatch, an early flashlight, etc.) Then I would put my phone in the middle of all of it and push students to make the connection that all of these things are now available on a single device.
Another thing I would do is have a circle of things (like on old calculator, a stopwatch, an early flashlight, etc.) Then I would put my phone in the middle of all of it and push students to make the connection that all of these things are now available on a single device.
Redirect: /content/transistor-wrap
Module Id: 1146
User Id: 1416
Submitted: Thursday, March 5, 2020 - 14:47
Title: Triangle Shirtwaist
Grade Level: Middle
Short Answer:
I think I would start off with a sort of a Google Slides fashion review for women's fashion through the decades, allowing the kids to critique the outfits they see. Get them talking about how everything looks before I tie-in not just how clothes look, but how they function. Then we can talk about the shirtwaist and how it allowed women more freedom to do things outside the home. Then from there, we move into how women were treated in the early 1900s, as far as rights, domestic expections, and pay is concerned. From there, we can go into detail about the Triangle Shirtwaist Company itself and the conditions that prevailed there, the tragedy, and then the aftermath of that tragedy.
Redirect: /content/shirtwaist-wrap
Module Id: 950
User Id: 1416
Submitted: Wednesday, March 18, 2020 - 13:54
Title: The Dishwasher and the American Dream
Grade Level: Middle
Short Answer:
I would have students create a list of machines/technology that do chores for us today that used to be done by hand. I would then have them categorize the items from what they found to be the most necessary to the least necessary. Then, I would ask them how someone from a third world country, with no electricity or running water, might view this list.
From there, we would go into a discussion on how our industrial might plays into our social consciousness and how others around the world perceive us. We could then talk even beyond the Cold War, and what, if any, obligations the US has today to make a better life for people in other parts of the world.
From there, we would go into a discussion on how our industrial might plays into our social consciousness and how others around the world perceive us. We could then talk even beyond the Cold War, and what, if any, obligations the US has today to make a better life for people in other parts of the world.
Redirect: /content/dishwasher-wrap
Module Id: 1093
User Id: 1416
Submitted: Wednesday, March 18, 2020 - 14:37
Title: From Steroescope to Social Media
Grade Level: Middle
Short Answer:
I would have each student choose an image that they thing best depicts their view of the world today. Then, I would share a sample of these images with the entire class. We would compare and contrast the images and try to develop a list of common things that our society today values. We would then look at images from the late 1800s/early 1900s from the steroscope catalogue, and see what common themes are located there. Then, we can tie in historical events from that time period, and discuss the influence they might have had on the images. We would end by bringing it back to the modern images and doing the same thing: what events that will be seen as historical events in the future affect our images?
Redirect: /content/stereoscope-wrap
Module Id: 1047
User Id: 1416
Submitted: Friday, March 20, 2020 - 13:46
Title: Instant Food Isn't for Everyone
Grade Level: Middle
Short Answer:
I would do a galery walk with my kids, where there are advertidements from the 1950s about instant products around the room. They would go to the advertisement, explain what it's for and the propaganda technique used in the add. Then I would try to get them to narrow down the theme of what each of these products have in common. Then we would end up working backwards to explain the need for these products in WWII and then follow it up with the diificulty of trying to sell these products to consumers once the war was over.
Redirect: /content/coffee-wrap
Module Id: 1147
User Id: 1416
Submitted: Wednesday, April 8, 2020 - 12:39
Title: A Dress is Not Just a Dress
Grade Level: Middle
Short Answer:
I would introduce images of women from various time periods and ask the students about them. Why do you think they are wearing this style? Why are they using this fabric? What do you think this says about this woman's responsibilities in life? I would bounce back and forth through the decades, including modern time and dress. I would make them think about why they chose something that THEY chose to wear. Why that style? Why that color? Then I would end with an image of the woman in the white dress, and we would break that down. I would bring on with it images of women dressed in Greek/Roman outfits, as well as Lady Justice. Then we would discuss the significance of the choices women in the suffrage movement were making, and how it helped to mold and fortify their message.
Redirect: /content/dress-wrap
Module Id: 1075
User Id: 1416
Submitted: Wednesday, April 22, 2020 - 23:56