Analyzing Objects

Porcelain

Musket Ball

Smallpox

Nail

Reaper

Shirtwaist

Transistor

Coffee

Record

Tire

Dishwasher

Dress

Stereograph

Stone

Mail

Shoe

Question 1:
These two pieces from tea set made of fluted porcelain with a gilt scalloped pattern and bordered in royal blue with gold banding which represents the social and economic transition. It also represent the truly international nature of new tastes and new trades.
Question 2: It connects to the theme of culture and society in American history.
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Question 1:
Historical thinking is a set of critical literacy skills for evaluating and analyzing primary source documents to construct a meaningful account of the past.
Question 2:
Encouraging historical thinking through analyzing historical objects. Such as
Object name?
Who made the object?
Where and when was the object made?
What important historical events were going on when the object was made?
How was the object made?
What material(s) is the object made from?

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Question 1:
What I notice is there are 3 types of transistors. Making things smaller make them easier to use, they had already made 3 sizes, once technology is invented it is amazing how quickly it's utility can be transformed to other uses besides what it was originally designed for.
Question 2: Work, Exchange, and Technology.
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Question 1:
Instant coffee is easy to make, pressure sealed so it won't spoil weighs a lot less than coffee beans. During the world war two, american soldiers drank instant coffee because it took less space to transport to war zones.
Question 2:
Culture and Society. The space of life today is much faster , so people need things to be more convenient.
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Question 1:
The shirtwaist, however, came to represent more than a momentary fashion trend; the blouse was a symbol of newfound female independence in a time of progressive ideas. With their own jobs and wages, women were no longer dependent on men and sought new privileges at home and at work.
Question 2:
The figure of the working woman, wearing the shirtwaist blouse and freed from domestic duties, was an iconic image for the women's rights movement.
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Question 1: It's a soldier's boot comes from the middle of 19th century.
Question 2:
This particular boot is made for the soldiers to march on dozens of miles before going into battle in Civil War. It's a critical part of their readiness to fight.
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Question 1: I see the handmade nails from the past.
Question 2:
The nails tell us about the way Americans lived, and about some dramatic changes in their lives from the past to now.
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Question 1:
In 1750s luxury porcelain like these were used occasionally to entertain special guests in successful homes.
Question 2: I want to know the difference between American and other colony like Indian.
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Question 1:
In 1750s luxury porcelain like these were used occasionally to entertain special guests in successful homes.
Question 2: I want to know the difference between American and other colony like Indian.
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Question 1:
Transistor Opens Door to Digital Future. The TV-8-301 marks many important moments in television history. It was the world's first fully transistorized television set.The world's first transistor computer was built at the University of Manchester in November 1953
Question 2:
When were transistors used in computers?
How did the invention of transistor benefit computers?
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Question 1:
In 1938 , Nestle introduced the original Nescafe brand in Switzerland, expended the product to America in subsequent years, and began advertising in America's newspaper.
Question 2:
The idea of serving a dinner consisting of readymade foods collided head-on with the conventional gender roles of the day: in the traditional conception, a woman’s role was to take care of the home and children, nurturing their families by cleaning, doing laundry, and cooking while men—the customary breadwinners—worked outside the home. Instant foods that relieved women of the hassle of cooking also challenged some deep-rooted ideas about the kinds of work women ought to perform around the house.
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Question 1:
By 1911, large garment factories like Triangle Shirtwaist were producing thousands of blouses a day—more than a million dollars’ worth of clothing per year—and shipping them all over the country.
Question 2:
What were the working conditions in the early 1900s?
When did Workplace Safety start?
How did working conditions improve?
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Question 1:
One of the most persistent legends surrounding the Battle of Gettysburg (1863), which took place during the American Civil War (1861–1865), is that it was fought over shoes. Ten weeks after the battle, Confederate general Henry Heth, a Virginian whose troops were the first to engage on July 1, filed a now-famous report in which he explained why he had sent a portion of his division into the small Pennsylvania town. "On the morning of June 30," Heth wrote, "I ordered Brigadier General [Johnston] Pettigrew to take his brigade to Gettysburg, search the town for army supplies (shoes especially), and return the same day." That parenthetical phrase "shoes especially" has taken on a life of its own over the years
Question 2:
In 1863, the demand for soldiers became so acute that the U.S. government turned for the first time to conscription: a national draft forced citizens to serve in the army whether they wanted to or not. That marked an enormous change in American life; for the first time, agents of the government went door-to-door demanding that fathers, sons, husbands, and brothers leave home to join the army. (It was an unwelcome development in many quarters; in New York City, as depicted in this sketch by John Tyler Headley, riots broke out over the draft, killing more than a hundred people over four days.) Like the income tax and fiat money, few Americans in the antebellum era would have been willing to countenance that expansion of governmental power; by 1863, more citizens were willing to acknowledge it as the cost of maintaining the Union.
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Question 1:
Historians think of history not as a list of names, dates, and events, but rather as a series of questions to investigate and answer with interpretive arguments. In investigating those questions, historians analyze sources, consider multiple perspectives, grapple with complex issues, and develop interpretations. This process is called historical thinking.
Question 2:
Using analysis tool first asks students when and by whom the object was created. It then asks students to consider the object’s historical context, what purpose the object most likely served, and finally, how was the object made. By exploring objects in this way, students can gain a nuanced understanding of a particular subject, such as the intertwined histories of the Civil War and the West.
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Question 1:
This white dress from 1913, identifies its wearer, Harriet Laidlaw, was an American social reformer and suffragist. She campaigned in support of the Nineteenth Amendment and the United Nations, and was the first female corporate director of Standard & Poor's.

Question 2:
Who did the women's suffrage movement include and represent during the 19th and 20th centuries?
How have the composition and goals of the women's suffrage movement changed over time?
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Question 1:
Before the turn of the 19th century and used machinery to cut individual slices from a sheet of rolled iron; workers continued to hammer out the nail heads by hand. Later refinements in nail-making machinery in the 1830s made it possible to cut the nail and fashion the head in a single process, making the production of nails even cheaper and quicker. In the United States, in 1892 more steel-wire nails were produced than cut nails. Nails went from being rare and precious to being a cheap mass-produced commodity.
Question 2:
The story of westward expansion helped define the 19th-century United States, and allows us to discuss many themes important in 19th-century life, including immigration, slavery, Native Americans, and increasing tensions between both northern and southern states and eastern and western states. Settlement of the area beyond the Mississippi River began in the 1820s and 1830s, and grew throughout the rest of the century, encouraged by the federal government. Historian David Jaffee discusses a lithograph published in New York in 1868 that presents a stereotypical
image of Westward expansion.
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Title: Learning American History Through Objects
Grade Level: Elementary
Short Answer:
Teaching what to ask. when teaching with objects, it is important to instruct students in visual analysis. They can begin by examining the object and asking the basic questions.Setting the Context.Objects can best be understood in terms of their historic context
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Title: Transistor Computers
Grade Level: Middle
Short Answer:
To introduce the importance of the invention of the transistor, help students visualize its impact on the design of computers. Have students view the video Transistorized. Prepare students by asking: Where can you find transistors? Where are they most common? What’s the big deal about transistors anyway? Explain that they will be able to answer these questions.
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Title: instant coffee & instant food
Grade Level: High
Short Answer:
I would like to have the students think and answer the questions to start the lesson. Why do/ do not you like instant coffee ? How do you think about instant food ? How often do you eat instant food?
Have them to make coffee with beans, then taste it, if possible.
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Title: The Triangle Shirtwaist Fire
Grade Level: High
Short Answer:
Grade level 11. With focus on the Triangle Shirtwaist Fire tragedy, this lesson is intended to broaden students’ understanding of the roots of effective female activism and the reactive nature of American labor laws. Using both primary and secondary sources, students will research the Triangle Shirtwaist Fire to explore how the tragedy led to labor changes in America. Students will discuss how The Triangle Shirtwaist Factory fire served as an impetus for women’s activism and how that movement impacted both society and labor laws.
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Title: Life of a Civil War Soldier
Grade Level: Elementary
Short Answer:
To help 4th grade students learn about the life of a common soldier at Civil War by Identifying the clothing, shoes and equipment of a Civil War Soldier through the pictures ( PPT) and Videos. Ask your students what they think of a soldier’s life. Could they have done what soldiers needed to do? Do you think it was easy or hard?
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Title: What It Tells Me
Grade Level: Elementary
Short Answer:
Using the strategies of historical thinking , I would give elementary students with the opportunity to explore ‘real’ objects allows them to create their own learning and pose questions they can answer as they explore.
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Title: What It Tells Me
Grade Level: Elementary
Short Answer:
I would use everyday objects from the past to facilitate the development of two foundational historical thinking skills for elementary students:
understanding that people of the past lived differently than we do today and;
that history consists of stories constructed from artifacts left from the past.
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Title: Nail
Grade Level: Elementary
Short Answer:
I would use the picture of nail guiding 4th grade students to do research how nails were made and what American homes looked like in 18th century.
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