Analyzing Objects
Porcelain
Musket Ball
Smallpox
Nail
Reaper
Shirtwaist
Transistor
Coffee
Record
Tire
Dishwasher
Dress
Stereograph
Stone
Shoe
Question 1:
Historical thinking is the critical thinking aspect as to how and why things happen rather than focusing on the when/where. Events throughout history have causes, recognizing the causes is historical thinking.
Question 2:
Looking at objects of the past to understand how/why something was done the way it was done. An example would be analyzing ammunition used during the American Civil War, and having an understanding as to why their were so many amputations.
Redirect: /content/what-historical-thinking
Module Id: 689
User Id: 1434
Submitted: Tuesday, March 3, 2020 - 09:29
Question 1:
Old and warn down, made of leather, leather shoe laces, looks to either have the sole sewn in. Also looks hand made and tailored.
Question 2:
Possibly looking at the production of shoes and how they were manufactured on a grander scale. With the incorporation of machines shoe manufacturing became less expensive and more readily available to all.
Redirect: /content/shoe-resources
Module Id: 1002
User Id: 1434
Submitted: Tuesday, March 3, 2020 - 09:44
Question 1:
Seems to be a satellite, an early satellite. Appears to be sitting in a staged area.
Question 2:
Could possibly connect to the Space Race, and the inventions, and technology that stemmed from the necessity of the Space Race.
Redirect: /content/transistor-resources
Module Id: 1146
User Id: 1434
Submitted: Tuesday, March 3, 2020 - 10:31
Question 1:
These objects appear to be a variety of different nails. They seem to possibly be hand made, and are crude in design.
Question 2:
These objects could connect to a variety of different themes in American History. I think a good theme would be the steel/iron industry and the manufacturing of nails, and how the manufacturing aspect has changed with the changes in the steel industry.
Redirect: /content/nail-resources
Module Id: 953
User Id: 1434
Submitted: Tuesday, March 3, 2020 - 10:41
Question 1:
This appears to be an instrument used to get a closer look at an image (can't remember the exact name). Seems to be an early design.
Question 2:
This could impact early forms of entertainment, picture slides out of type print, prior to the establishment of motion pictures.
Redirect: /content/stereoscope-resources
Module Id: 1047
User Id: 1434
Submitted: Tuesday, March 3, 2020 - 11:04
Question 1: This appears to be an early mechanical plow used to till farmland.
Question 2:
It can connect to the increased production of food, due to better farming techniques, and the increase in population as a result of increased food sources.
Redirect: /content/reaper-resources
Module Id: 952
User Id: 1434
Submitted: Tuesday, March 3, 2020 - 11:16
Question 1:
This is an older type of coffee can, it is very worn down, made of metal. Has multiple scratches and marks on it.
Question 2:
To me this object connects to the war time effort, and the mass production of canned goods for troops. Troops would need goods that were non-perishable to an extent, and could be easily carried.
Redirect: /content/coffee-resources
Module Id: 1147
User Id: 1434
Submitted: Monday, March 9, 2020 - 14:40
Question 1:
This looks to be an old gravestone, that is of some importance because it seems to have a gate around it. This could also be a marker or some sorts, maybe of an important historical event.
Question 2:
This could connect in a variety of ways, it could hold ties to an abundance of different events that took place in history. Or this could be a gravestone that holds it's importance tied to a particular individual.
Redirect: /content/stone-resources
Module Id: 1039
User Id: 1434
Submitted: Tuesday, March 10, 2020 - 14:34
Question 1:
Looking at objects, and analyzing those objects to have an in depth understanding as to why events transpired the way they did. How was life in the past? How could artifacts that we look at shape people and their actions.
Question 2:
I would like to use objects to peak student's interest in the material. Giving them an actual object to look at and analyze provides a more in depth ability to think about the object and events around it in a historical perspective.
Redirect: /content/connections-essay-historical-thinking
Module Id: 689
User Id: 1434
Submitted: Tuesday, March 3, 2020 - 09:40
Question 1:
The shoe connects to the American Civil War, larger shoe production out of pure necessity, the mechanization of shoe production, and the permanent revolution of the shoe industry.
Question 2:
Firearms, firearm production. I think another really good example would be medical practices. Showing objects used for medical practices during the Civil War, and then post war medical practices. Advancements that were made out of necessity.
Redirect: /content/shoe-connections-essay
Module Id: 1002
User Id: 1434
Submitted: Tuesday, March 3, 2020 - 09:59
Question 1:
My initial hypothesis was completely wrong. This is a transistor and it connects to a variety of other innovations that stemmed from the creation of the transistor, all the way to the modern day circuity board.
Question 2:
Starting with this particular patent, what other inventions could be made possible because of this one? Who can this particular patent, shape and change the world? How can it create more necessity?
Redirect: /content/transistor-connections-essay
Module Id: 1146
User Id: 1434
Submitted: Tuesday, March 3, 2020 - 10:35
Question 1:
They connect to Westward Expansion, and societal changes, most notably changes in homes, and home designs. How did we get from cabins to the modern day framed house?
Question 2:
The steel industry, and changes in steel production, making it much more efficient and possible for the nation to expand out west in terms of railroads.
Redirect: /content/nail-connections-essay
Module Id: 953
User Id: 1434
Submitted: Tuesday, March 3, 2020 - 10:45
Question 1:
The stereoscope connects to the social aspect of the 19th century, and what was a popular form of entertainment during that time period. What people did as forms of entertainment prior to motion picture.
Question 2:
Students could look at how technology has revolutionized and changed since the stereoscope, motion picture, motion picture with sound, color picture, clarity, 3D, etc.
Redirect: /content/stereoscope-connections-essay
Module Id: 1047
User Id: 1434
Submitted: Tuesday, March 3, 2020 - 11:11
Question 1:
The reaper connects to an increased production of food (wheat) in the United States, and how average people transitioned from subsistence farming to production farming for profit. This required improvements in road ways/canals for improvement in transportation.
Question 2:
Another example would be to look at the cotton gin, and the consequences and unintended consequences of increased cotton production. Changes in the cloth making industry, textile mills in the North, work place conditions.
Redirect: /content/reaper-connections-essay
Module Id: 952
User Id: 1434
Submitted: Tuesday, March 3, 2020 - 11:22
Question 1:
The instant coffee connects to a change in the production of house hold items (food), and the production of canned goods on a larger scale to feed the United States military. This ties into how the change continued after the war was over as well.
Question 2:
Women had to take the roles in factories to produce these goods, as a vast majority of male workers were fighting overseas.
Redirect: /content/coffee-connections-essay
Module Id: 1147
User Id: 1434
Submitted: Monday, March 9, 2020 - 14:46
Question 1:
It connects to the issue of slavery in the nation's capital, and the entire nation as a whole. Even though this is a boundary for the capital of the United States, it also signifies a boundary between freedom and slavery.
Question 2:
Students could look at the political changes that come from different barriers, and boundaries throughout history. This can also tie into different social aspects due to different boundaries. Students can look at how boundaries change and develop over time as a place changes and develops.
Redirect: /content/stone-connections-essay
Module Id: 1039
User Id: 1434
Submitted: Tuesday, March 10, 2020 - 15:14
Title: Classroom Connections
Grade Level: High
Short Answer:
I would bring in objects (primary sources) for students to be allowed a hands-on approach at interpreting the how and why of history. Possible have different objects set up around the room in modules and allow students to observe and write down what they think/feel/notice about each object.
Redirect: /content/analyzing-objects-wrap
Module Id: 689
User Id: 1434
Submitted: Tuesday, March 3, 2020 - 09:42
Title: Shoe
Grade Level: High
Short Answer:
I would have modules set up around my class and have students work in groups and analyze these objects. Give students certain information to the object such as what it was, was it was for, how many were required, and then pose questions. "What could be an outcome given the demand for shoes?" "How might the industry change?" "How can necessity bring about change to an every day object?"
Redirect: /content/shoe-wrap
Module Id: 1002
User Id: 1434
Submitted: Tuesday, March 3, 2020 - 10:02
Title: Transistor
Grade Level: High
Short Answer:
I would have students look at a variety of early patents designed through necessity that paved the way for other innovative thinking. And for students to think about "What other innovations were created because of this particular patent? What is the cause and effect relationship? Students would work in groups, then reflect with other groups.
Redirect: /content/transistor-wrap
Module Id: 1146
User Id: 1434
Submitted: Tuesday, March 3, 2020 - 10:38
Title: Nail
Grade Level: High
Short Answer:
I would have students look at a variety of different objects that influenced Westward Expansion, and have students write their own individual opinions on how might these particular objects shape Westward Expansion as a whole. Another question I would like to pose to students would be how did Westward Expansion drive the necessity of change for a particular object? How did Westward Expansion demand change in the steel industry? What was that change? This could apply to a variety of different other examples.
Redirect: /content/nail-wrap
Module Id: 953
User Id: 1434
Submitted: Tuesday, March 3, 2020 - 10:49
Title: Stereoscope
Grade Level: High
Short Answer:
I would create a timeline of changes in motion picture and have students analyze how entertainment has changed throughout time, including other sources such as the AM/FM radio. I would have students look at a timeline line and align the correct source of entertainment with the particular year/decade. Students would then analyze the changes throughout the 19th century, and relate by describing what form of entertainment they would use if they lived during a given year or decade.
Redirect: /content/stereoscope-wrap
Module Id: 1047
User Id: 1434
Submitted: Tuesday, March 3, 2020 - 11:15
Title: LHS
Grade Level: High
Short Answer:
I would have students look at the unintended consequences that patents can have on society. The reaper was designed for a more efficient means of harvesting grain, what would be the increased effects of this? More grain=more food=more population=? Analyzing the how/why things could change from an invention. I think another good example of this would be the cotton gin, and looking at what possible influences this would have on the world both intentional and unintentional.
Redirect: /content/reaper-wrap
Module Id: 952
User Id: 1434
Submitted: Tuesday, March 3, 2020 - 11:24
Title: Coffee
Grade Level: High
Short Answer:
I would have students fill out a Vinn Diagram that compares and contrasts the changing role of women before, during, and after World War II. With students looking at and focusing in on the importance of coffee changing the standard meal in the American household from traditionally being made and prepared by the house wife, to faster simpler meals that were factory made. How does this change impact women's role in society, an increased amount of time?
Redirect: /content/coffee-wrap
Module Id: 1147
User Id: 1434
Submitted: Monday, March 9, 2020 - 14:49
Title: Stone
Grade Level: High
Short Answer:
I would have students look at other issues throughout American history that have been brought about by boundaries and complete a comparison chart relating those issues to the D.C. boundary issue. An example of this would be the issues with state boundaries during westward expansion in the United States. How would different states be brought in with the issue of slavery at hand? Important events that we could take from this would include Bleeding Kansas, Harpers Ferry, The Compromise of 1850, and other events that led up to the Civil War. This is a great topic that you could compare and contrast with other events, as well as create a timeline and show how the issue over slavery grew and progressed, as the country grew and progressed.
Redirect: /content/stone-wrap
Module Id: 1039
User Id: 1434
Submitted: Tuesday, March 10, 2020 - 15:20