There are many more themes than I imagined. I really didn't consider the movement from home to workplace previously. I like the idea of having this to lead into conversations about that movement and the regulations that came into place as a result of the fire in a place where items like this were produced. I love the chance to examine the item and give my own ideas about it first without having a clue how it will be used for instruction. Although, I was able to do more than I thought with a picture, it would be lovely to have replicas for student use. I know that kind of gets away from the primary source idea. But, it wouldn't be likely for a primary source to be available for hands on sessions with elementary students, other than just photographs. I think this would be something I would use with my own students. It's open ended and then guides them to place we want them to be. I think I would have them go on a scavenger hunt to read information pieces kind of like the module. But, I would have it up and down our hall and in our room so we can get some movement in. I would also have some visual charts to let them see how many women were entering the workforce, and other such data for comparison.
Once students complete the scavenger hunt, I would have them formulate 3 questions for a classmate regarding what they learned and have them interview each other. Last, I would have a discussion question for a socratic seminar. I think a good one for this particular topic would be "is it okay cut corners and save money as a business person trying to make money?" I know many will take sides with the perspective of the worker, but I do think it is important to consider why the owners may have been hesitant to be regulated.

I love the idea that this is centered around advancements that make life easier. I believe that is an "in" that will hook students during this time of "everything is at your fingertips" I would have students do a pre-write about what they think a Cold War would describe. I think I would have pictures of multiple items that were being manufactured during this time and have students see what connections they could make between the items and then go into a computer scavenger hunt type activity where the clues are embedded into each component. This would lead them through a story line that connects the items to the Cold War. We would look back and give a new description of what the Cold War really was.

I think I would first like to see what ideas for products students have on their own. Kids have wonderfully inventive and creative minds and although they don't know all the science they need to bring their plan to fruition, I think having them come up with an invention and creating a timeline of how it would change the world, would be interesting to see. We would use the transistor as a guide to think how and why we need to make changes to our initial idea to build upon it. For instance, they had to change to the vacuum tubes to be able to create the communication they were dreaming of.

Students are so used to prepackaged foods, that they may not realize how short of a time they have actually been around. I think I would start there and have students create side-by-side timelines of how food production and storage affected large ideas during that time. For instance a student-created timeline on food production by one that was created on WWII. I would have students work together to make sure their timelines coordinated with each other. I would have other groups work on one with women's roles and other major ideas.

I think I might lead students a little more on this one. I would maybe provide the lyrics to the song. I would like students to be able to relate to the immigrants in some way, though I know many may not know their ancestry. I do think it is important to focus on the struggles and hardships that people faced. We do tend to focus on the positive aspect of our country's growth. Although, we have come a long way, we still have a long way to go.

I love the idea of starting with the pile of tires and continuing to make connections about how that pile relates to history. I feel like students, until now, were largely unaware, those past generations were asked to help in these ways. I believe the current pandemic will help them make a personal connection that sometimes we are asked to do things that we may not like, or that may seem like a hardship, in order to help a larger cause. I think a comparison would help them see this clearly.

I think white dress is a great way to introduce this subject and I would definitely use it. I think I would allow students to express opinions on how women's right to vote has affected our country and work a little backwards. I would want students to address why they feel it was necessary for women to go to the lengths they had to go to during that time and if they think the cost was worth it seeing it from our perspective. Could it have been done differently or not and why they think so?