Analyzing Objects
Porcelain
Musket Ball
Smallpox
Nail
Reaper
Shirtwaist
Transistor
Coffee
Record
Tire
Dishwasher
Dress
Stereograph
Stone
Shoe
Question 1: Historical thinking is evaluating objects/documents to find out about the past.
Question 2:
You can use objects to encourage historical thinking by allowing students to think like historians, learn new things about the past and make/ build new questions about the past.
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Module Id: 689
User Id: 1419
Submitted: Wednesday, March 11, 2020 - 12:22
Question 1:
The thing I have noticed about this object is that it appears to look like an envelope, that has the Confederate States of America at the top.
Question 2:
This is a letter/document from the Civil War Era and this would be a great primary source to show how divided the country was. This was official business by the Confederate States of America. Not the United States of America.
Redirect: /content/mail-resources
Module Id: 1021
User Id: 1419
Submitted: Wednesday, March 11, 2020 - 17:04
Question 1:
The thing that I notice about this object is that it’s very worn , discolored. The stitching on the shoe /boot looks as if it was done by hand. The laces for the shoe look like strips of leather.
Question 2:
This object could give perspective into a time in American History. It could tell/ show the state of the people in that time period.
Redirect: /content/shoe-resources
Module Id: 1002
User Id: 1419
Submitted: Saturday, March 14, 2020 - 17:46
Question 1:
The thing that I notice about this object is that it’s very worn , discolored. The stitching on the shoe /boot looks as if it was done by hand. The laces for the shoe look like strips of leather.
Question 2:
This object could give perspective into a time in American History. It could tell/ show the state of the people in that time period.
Redirect: /content/shoe-resources
Module Id: 1002
User Id: 1419
Submitted: Saturday, March 14, 2020 - 17:46
Question 1:
The object in the picture appears to be a gravestone. It has a name or lettering on it but it has been weathered away over the years.
Question 2:
This may start a discussion on a American battle. This could also be a famous American leaders gravesite, could lead into a lesson on that leader.
Redirect: /content/stone-resources
Module Id: 1039
User Id: 1419
Submitted: Tuesday, March 24, 2020 - 08:12
Question 1:
This is Victorian style shirt. It was probably the style of shirt worn by women during the time period.
Question 2:
The possibility of women in American history during the time period and their contributions.
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Module Id: 950
User Id: 1419
Submitted: Tuesday, March 24, 2020 - 09:05
Question 1:
The picture is a black and white picture, but her dress, is white. It is similar to the dresses worn by women during the suffer age movement.
Question 2:
The would connect to the movement of women fighting for the right to have their voices heard. Wanting the right to vote just as men. This is her way of protesting and showing others where she stands.
Redirect: /content/dress-resources
Module Id: 1075
User Id: 1419
Submitted: Thursday, March 26, 2020 - 21:08
Question 1: The object looks to be an appliance. Possibly one of the first dishwashers.
Question 2:
The object connects to broader themes of how society was progressing to the use of machines to make life easier.
Redirect: /content/dishwasher-resources
Module Id: 1093
User Id: 1419
Submitted: Tuesday, April 7, 2020 - 21:07
Question 1:
The objects are used old tires. From the photo it looks like they’re being salvaged or recycled.
Question 2:
It may connect to broader themes in history as showing the country post war. That most of what they produced were for the war efforts. Now the country must change direction.
Redirect: /content/tire-resources
Module Id: 1108
User Id: 1419
Submitted: Wednesday, April 8, 2020 - 16:27
Question 1:
I notice that this is vinyl record. Music was recorded on it. Today vinyl has made a comeback in music. The label on it gives the info that’s recorded.
Question 2:
This is at a different time in America in history. The country was finding its voice in many ways.
Redirect: /content/record-resources
Module Id: 1128
User Id: 1419
Submitted: Wednesday, April 8, 2020 - 17:12
Question 1:
Historical thinking is evaluating and analyzing primary documents to make an account of the past.
Question 2:
You can use objects to see what relevance the object has to the time period of the event and ask questions regarding the object to determine if this gives a full representation of the event or gives you clues into the background or causes leading up to the event.
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Module Id: 689
User Id: 1419
Submitted: Wednesday, March 11, 2020 - 16:40
Question 1:
Historical thinking is evaluating and analyzing primary documents to make an account of the past.
Question 2:
You can use objects to see what relevance the object has to the time period of the event and ask questions regarding the object to determine if this gives a full representation of the event. You can also question whether the object gives you clues into the background or causes leading up to the event.
Redirect: /content/connections-essay-historical-thinking
Module Id: 689
User Id: 1419
Submitted: Wednesday, March 11, 2020 - 16:42
Question 1:
Upon further reading this could be many things. It could be an pro slavery letter as it comes from the Confederate States of America. Knowing that the postmaster and post office is important to the community at the time, as this is the only way to have communication between states.
Question 2:
The resources in this module have shown many facets of the tensions surrounding the states and what rights they thought they had or rights they felt they should be allowed to keep. The issues with the delivery of the mail and the dissemination of anti-slavery materials to the southern states was very enlightening.
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Module Id: 1021
User Id: 1419
Submitted: Wednesday, March 11, 2020 - 23:01
Question 1:
Upon further reading this could be many things. It could be an pro slavery letter as it comes from the Confederate States of America. Knowing that the postmaster and post office is important to the community at the time, as this is the only way to have communication between states.
Question 2:
The resources in this module have shown many facets of the tensions surrounding the states and what rights they thought they had or rights they felt they should be allowed to keep. The issues with the delivery of the mail and the dissemination of anti-slavery materials to the southern states was very enlightening.
Redirect: /content/mail-connections-essay
Module Id: 1021
User Id: 1419
Submitted: Saturday, March 14, 2020 - 16:55
Question 1:
The shoe represents a growing and changing nation. It was made hastily trying to fulfill its purpose. As a result of its poor quality, it was the reason behind one of the most known battles in America’s history,Gettysburg. It’s represents the growing pains of a new nation divided amongst itself.
Question 2:
For primary sources you could show posters of the North recruitment and promise of freedom. Many reconstruction sources could be used as well to show how the federal government began to take on a bigger role in the lives.
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Module Id: 1002
User Id: 1419
Submitted: Saturday, March 14, 2020 - 19:26
Question 1:
This boundary stone shows the birth of a nation, capital. The stone shows the broader theme of the 19th century of growing pains in the country as a whole. This is true of the city of Alexandria. Beginning as part of the capital, then going back to the state of Virginia. Then at the beginning of the civil war occupied as part of the capital again.
Question 2:
Students can look at the map of the United States and its changes over time and the events that lead to those changes.
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Module Id: 1039
User Id: 1419
Submitted: Tuesday, March 24, 2020 - 08:40
Question 1:
This represents the change of the century. The change from very formal outfits to more practical garments. Also that women were becoming a big part of the work force. The country getting a larger labor force. The industries growing as well.
Question 2:
Other questions your could raise about labor and worker safety are: Did innovations in the streamlining manufacturing occur at the cost of workers? Did wages offset the safety issues?
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Module Id: 950
User Id: 1419
Submitted: Tuesday, March 24, 2020 - 10:02
Question 1:
This dress connects the reader to the movement of voting rights, as well as other rights for women at that time in history.
Question 2: I would want to see articles, essays, books discussing the movement.
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Module Id: 1075
User Id: 1419
Submitted: Monday, March 30, 2020 - 14:48
Question 1:
This dress connects the reader to the movement of voting rights, as well as other rights for women at that time in history.
Question 2:
I would like to see videos, articles, sketches, etc., of the era giving greater insight into the movement.
Redirect: /content/dress-connections-essay
Module Id: 1075
User Id: 1419
Submitted: Monday, March 30, 2020 - 15:47
Question 1:
This dishwasher connects to the broader themes that America was improving as a nation and was using those improvements in everyday lives of its citizens. Thus Americans were becoming or enjoying new items to make life easier.
Question 2:
These resources have shown me that the Cold War was more than just an arms race. It was a belief race as well. It showed both sides of the Cold War. The belief that each side thought they were inherently right. That capitalism meant that we were dependent on machines. That the government allowed its citizens to think for themselves and to contribute to society as a whole. For the Soviets it was that they controlled every aspect of their people’s lives, thinking this would be the way to prove Americans wrong and defeat them.
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Module Id: 1093
User Id: 1419
Submitted: Tuesday, April 7, 2020 - 21:49
Question 1:
The used tires in this picture are a rare commodity. This was during the war and rubber was scarce. Americans helped with the war effort by not taking car trips or using much needed gasoline.
Question 2:
This is showing how Americans stepped up in the war effort and made sacrifices of their own. They used old worn tires and didn’t try to use any more than needed. Rubber was hard to come by and the country tried to ration what we did have.
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Module Id: 1108
User Id: 1419
Submitted: Wednesday, April 8, 2020 - 16:42
Question 1:
The song’s name also pertains to the growth of the country at this time. It was trying to find itself. While trying to find itself the nation further had to try to brace itself for the influx of immigrants coming in as well.
Question 2:
Other sources that could be used would be diaries of the immigrants. Just as Emma Lazarus penned her famous words, the immigrant side of things sometimes get lost in the fray. Newspaper articles, government documents are other sources that could be used.
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Module Id: 1128
User Id: 1419
Submitted: Wednesday, April 8, 2020 - 19:01
Title: You’ve got mail!
Grade Level: Elementary
Short Answer:
Students will compare and contrast email as our main source of disseminating information, to the mail used prior to the civil war. Students will also investigate and discuss the similarities/ differences in the of the anti-slavery mail campaigns verses the social media campaigns we see today.
Redirect: /content/mail-wrap
Module Id: 1021
User Id: 1419
Submitted: Wednesday, March 11, 2020 - 23:14
Title: You’ve got mail!
Grade Level: Elementary
Short Answer:
Students will compare and contrast email as our main source of disseminating information, to the mail used during the civil war. Students will also investigate and discuss the similarities/ differences in the of the anti-slavery mail campaigns verses the social media campaigns we see today.
Redirect: /content/mail-wrap
Module Id: 1021
User Id: 1419
Submitted: Saturday, March 14, 2020 - 16:56
Title: If the shoe fits
Grade Level: Elementary
Short Answer:
As a class we would discuss the Civil War and it’s battles. We would also discuss the Gettysburg. I would send students a link with the picture of the shoes. We would then read/discuss about the battle’s history. Students will then work in groups and complete scavenger hunt using photos and technology. We will discuss whole group the things found on the scavenger hunt.
Redirect: /content/shoe-wrap
Module Id: 1002
User Id: 1419
Submitted: Sunday, March 15, 2020 - 15:11
Title: Growing Pains
Grade Level: Elementary
Short Answer:
Students will look at a map of Virginia of today and compare it to a map of Virginia during this time frame. Students ,will in groups ,look at the events that lead to the differences in the maps.
Redirect: /content/stone-wrap
Module Id: 1039
User Id: 1419
Submitted: Tuesday, March 24, 2020 - 08:46
Title: Linens or Lives?
Grade Level: Elementary
Short Answer:
Students would work in groups. Students will discuss the surge of workers, factories in the early 20th century. Students will look at the differences between today’s worker’s rights verses the rights of workers during this time period. How have things changed if any? Do we have more safety measures in place for today’s workers? Why is it important to protect the workers?
First graders could look at the different jobs of that time period and discuss goods and services. Students will look at the difference between goods and services and why we need rules in the workplace for said goods/services.
First graders could look at the different jobs of that time period and discuss goods and services. Students will look at the difference between goods and services and why we need rules in the workplace for said goods/services.
Redirect: /content/shirtwaist-wrap
Module Id: 950
User Id: 1419
Submitted: Tuesday, March 24, 2020 - 10:09
Title: Vote! Who's class president?
Grade Level: Elementary
Short Answer:
As a whole group we will discuss about voting and why it's important. The students will read the book Duck for President. Students will then pick nominees for class president. After the students pick the nominees, then I will tell them that if the nominee is a girl then they cannot be a nominee, also that the girls in the class cannot vote. As a class, we will then, of course, discuss why girls cannot vote. The students will then watch a video about women sufferage and how they came to be allowed to vote. Students will then discuss the right to vote and it's importance. Students will further discuss as a whole if denying women the right to vote is good or bad? Students will then pick a class president from the class with no restrictions to see if the outcome would be different.
Redirect: /content/dress-wrap
Module Id: 1075
User Id: 1419
Submitted: Monday, March 30, 2020 - 16:27
Title: Vote! Who's class president?
Grade Level: Elementary
Short Answer:
As a whole group, we will discuss voting and why it's important. I will show them the white dress picture. The students will read the book Duck for President. Students will then pick nominees for class president. After the students pick the nominees, then I will tell them that if the nominee is a girl then they cannot be a nominee, also that the girls in the class cannot vote. As a class, we will then, of course, discuss why girls cannot vote. The students will then watch a video about women sufferage and how they came to be allowed to vote. We will also discuss the 19th amendment and show pictures of the times. Students will then discuss the right to vote and it's importance. Students will further discuss as a whole if denying women the right to vote is good or bad? Students will then pick a class president from the class with no restrictions to see if the outcome would be different.
Redirect: /content/dress-wrap
Module Id: 1075
User Id: 1419
Submitted: Monday, March 30, 2020 - 16:34
Title: Hand or machine?
Grade Level: Elementary
Short Answer:
Students will discuss past and present. Students will take a look at the picture of the dishwasher. Then students will look at today’s dishwasher. There will be a whole group discussion on the differences between a dishwasher in the 50s and today’s dishwashers. What can we learn from the picture of the 1950’s dishwasher. How were things different from then to now. Discuss with students the differences of 1950’s and today. Show video clips of life in the 1950’s. How were they the same and different? Students will then sort pictures of things in the 1950’s and the equivalent of that same item today.
Redirect: /content/dishwasher-wrap
Module Id: 1093
User Id: 1419
Submitted: Tuesday, April 7, 2020 - 22:05
Title: Rations
Grade Level: Elementary
Short Answer:
I would have the students look at this picture and ask them to tell me what they see. As a group we would discuss that they were tires and that during the war, rubber was very hard to come by. We would discuss how Americans all did their part to help with not using things they could live without. We would then discuss what rationing meant and why it was needed. To show the students how Americans helped during the war, I will give the students ration cards. These cards would be for Class supplies. The students could only get two pencils for two weeks. Students also could only get one glue stick for the month. If the student ran out then they would have to get creative to get another pencil or glue stick. After the time is up the students will discuss in groups and draw a write about how it felt to have to ration supplies.
Redirect: /content/tire-wrap
Module Id: 1108
User Id: 1419
Submitted: Wednesday, April 8, 2020 - 17:00
Title: Coming to America
Grade Level: Elementary
Short Answer:
As a whole class we would discuss the Statue of Liberty. We will talk about liberty and what that means Students will make a list of some of the liberties we have today important to them. . We will also talk about where the statue is located and why that’s important. As a class we will discuss Ellis Island and what that meant to a person coming to our country fro the first time. We will discuss what it means to be an immigrant. We will show pictures and videos of the island and discuss the reason people were coming to our country. We will as a class discuss the hardships on the journey to America and the hardships once arriving. Students will then make posters in groups welcoming the immigrants to our country.
Redirect: /content/record-wrap
Module Id: 1128
User Id: 1419
Submitted: Wednesday, April 8, 2020 - 19:16