Analyzing Objects

Porcelain

Musket Ball

Smallpox

Nail

Reaper

Shirtwaist

Transistor

Coffee

Record

Tire

Dishwasher

Dress

Stereograph

Stone

Mail

Shoe

Question 1:
1. It is a cup and saucer made of porcelain and rimmed with gold.
2. Tea was the most popular drink in colonial times. This cup and saucer indicate that the owner was probably someone quite well off. Tea was imported to the colonies by the various Trading Companies who brought it over from China and India. These items were not made in the colonies, but were imported from Europe and paid for with money made from the sale of colonial raw materials.
Question 2:
2. Tea was the most popular drink in colonial times. This cup and saucer indicate that the owner was probably someone quite well off. Tea was imported to the colonies by the various Trading Companies who brought it over from China and India. The British forced the colonists to buy from the British East India Company, even though they could have bought it cheaper from others, and sparked opposition in the colonies.
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Question 1:
1. This is an antique can of powdered coffee (instant coffee). It is manufactured by Nestle's a brand well-known today. It appears that sugar is part of the product.
Question 2:
2. Coffee is something that is imported from abroad. The innovation of producing a powdered coffee made it attractive to consumers for its convenience. American ingenuity is shown here in more or less, improving upon an existing product to make life easier for the consumer.
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Question 1:
1. It is more or less round and shows signs of corrosion and wear. It appears to have some depth and is a little more than an inch in diameter. I think it is either a coin or a button. Or, it could be a minnie ball from the Civil War.
Question 2:
2. Much of what we know about the very earliest history of the colonies comes from archaeology. This item along with the tape measure shows that it is an archaeological find.
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Question 1:
These are some type of parts, probably electronic. The top right object has prongs for connecting to something else. The bottom object appears to have two wires that would connect to something. The object on four legs looks like it has connector wires on which it stands.
Question 2:
Scientific research, development and engineering have been key in enabling the U.S. to compete in global markets and also important in winning wars. It really shows how important it is for the United States for support research and development.
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Question 1:
These are some type of parts, probably electronic. The top right object has prongs for connecting to something else. The bottom object appears to have two wires that would connect to something. The object on four legs looks like it has connector wires on which it stands.
Question 2:
Scientific research, development and engineering have been key in enabling the U.S. to compete in global markets and also important in winning wars. It really shows how important it is for the United States for support research and development.
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Question 1:
This is a microscope slide of some cells. You can see the cell wall, various organelles, and one of the cells appears to be in the process of dividing.
Question 2:
Advancement in the medical field has been a theme throughout American history, from finding a vaccination for smallpox to the struggles against typhoid and yellow fever. We are living through a pandemic whose outcome could hinge on science developing a vaccine.
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Question 1:
1. Historical thinking is thinking about history in a deep way, examining the nuances and questions surrounding a historical question.
Question 2:
2. Objects are concrete items that link one to the past and encourage questions and inferences that can enrich historical thinking.
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Question 1:
It is built in to the cabinetry of the kitchen. The racks appear to be circular. I cannot tell what the dark object is in the bottom. You can barely make out the control on the dishwasher door.
Question 2:
The dishwasher shown was an early one, appearing to be around the 1950s. The Industrial Revolution soon expanded in the 1800s to include creating household devices to make the drudgery of housework easier. From early washing machines, to vacuum cleaners, these inventions were very popular and demand for them soared. There has been a continuous improvement in all of the household devices we use, from dishwashers to refrigerators. We now even have robotic vacuums. This continuous innovation in household products continues as we move towards "smart" devices in our homes.
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Question 1:
It is built in to the cabinetry of the kitchen. The racks appear to be circular. I cannot tell what the dark object is in the bottom. You can barely make out the control on the dishwasher door.
Question 2:
The dishwasher shown was an early one, appearing to be around the 1950s. The Industrial Revolution soon expanded in the 1800s to include creating household devices to make the drudgery of housework easier. From early washing machines, to vacuum cleaners, these inventions were very popular and demand for them soared. There has been a continuous improvement in all of the household devices we use, from dishwashers to refrigerators. We now even have robotic vacuums. This continuous innovation in household products continues as we move towards "smart" devices in our homes.
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Question 1:
This is an envelope sent to someone in South Carolina. It is sent through the Post Office Department of the Confederate States of America. It is postage free, probably because it says it is "Official Business".
Question 2:
For a country to be "official", it needs a government, a currency and official offices, such as a post office. The Confederacy had all of these. Such offices and functions are necessary for a country to be sovereign, and be recognized by both its citizens and outsiders.
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Question 1:
1. Historical thinking analyzes primary and secondary sources with an aim of developing a hypothesis.
Question 2:
2. Objects connect to particular places and time, but can be deeply personal and help to raise questions of their context and larger social issues that cover all of the historical landscape.
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Question 1:
The teacup highlights the importance of the relationship between the colonies and the mother country of England. Mercantilism was the predominant economic model of all European countries and thereby England felt justified in their economic policies with the colonies.
Question 2:
I would like to know how widespread was the consumption of tea and also was the opposition to the Tea Act uniform throughout the colonies.
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Question 1:
When I originally viewed these objects, I did think about transistors, but did not mention it. I actually owned one of the early hand-held transistor radios.
The transistor exemplifies how one innovation leads to another, and that progression has led us to cell phone, essentially a tiny computer.
Question 2:
I would ask them to think back to before the Industrial Revolution and imagine a world with few machines at all, and what life was like during that time. I would want them to look at early patents for things like the Spinning Jenny, the Cotton Gin, and the Mechanical Reaper and to explain how these inventions improved life. It would be helpful and informative to fast forward to current day technology in the textile and agricultural industries for a comparison.
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Question 1:
Smallpox epidemics were breaking out periodically all throughout the 18th century. Indeed, many tribes of native Americans were wiped out by the disease. Smallpox decimated the Continental army, during the American Revolution, causing more deaths than those from battle. Development of an inoculation against smallpox was at first not widely accepted. Washington himself ordered his troops to be inoculated.
Question 2:
Disease has been a theme throughout all of history, from plagues in the Roman Empire to the outbreak of Black Death in 1347. Disease is a powerful shaper of history, as we can well document during this current pandemic. One might very well say that the outcome of this year's presidential election was in part brought about due to this pandemic.
We can go back to the Spanish Flu that broke out in 1918 to learn that many of the things we're now doing (quarantine, social distancing, wearing of masks.
I can see looking at history through the lens of disease in a similar way that any natural disaster affects human history. I don't really know if I do see any drawbacks to approaching history through study of disease. We can go back to ancient Egypt and ask "why did King Tut die so young?" Certainly the history of our current time will have to be approached by studying the Covid-19 outbreak and its affects on our institutions and culture.
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Question 1:
The invention of instant coffee is only one of the advancements made in the area of food processing. Others will be frozen foods and modern methods of canning. All of these will make it much easier to prepare food, not only for families, but for armies in both world wars.
Question 2:
The advertising shown on the can does not have any overt attraction for women. However, in the early 20th century, women were by and large the ones who ran the household, prepared the meals, etc. Advertising foods and household products does not give us information about the fact of more women participating in the work force or working in wartime industries.
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Question 1:
I see this musket ball as part of the landscape of weapons technology of the 18th century. Use of muskets was prevalent, but primitive by today's standards. It illustrates the fact that industry and technology in the 18th century was only just beginning. Certainly having to fight with such muskets limited the effectiveness of either side in a conflict. It also shows that warfare could be practiced with the two sides at a considerable distance, unlike in previous centuries where only bows and arrows could allow armies to fight at a distance.
Question 2:
I would suggest looking at original letters that survive any of the conflicts of the 18th century. Another primary source that comes to mind are engravings, such as the one done by Paul Revere of the Boston Massacre. This engraving was designed to arouse the Americans even more against British troops that were occupying cities like Boston.
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Question 1:
The dishwasher represents a steady development of household conveniences that were a result of the Industrial Revolution. Items that may have previously been thought of as luxuries were sold now as essential goods through advertising that developed early in the twentieth century. Demand for these goods had to be created in order for business to continue to grow. One can think of things like the radio, the early refrigerators and washing machines which were now considered the mark of a prosperous household.
Question 2:
The Cold War was one of ideologies and two competing systems represented by the United States and the Soviet Union. Propaganda fueled the tension between "us" and "them". However, during the second world war, Americans had to be persuaded to join together with the Soviets in order to defeat Hitler. Again, this was accomplished through propaganda. All throughout the war, Churchill held his nose to work with "Uncle Joe" (Stalin). As the war began to wind down, Churchill became more and more alarmed at what he knew were the territorial ambitions of the Russians.
At the end of the war, Europe was destroyed and the USSR greatly weakened. The story of how the Soviets got control of all of eastern Europe is one that few people know about. Throughout the 1950s and 1960s, the United States enjoyed prosperity as never before. Wartime production of planes and tanks retooled to produce the plethora of automobiles and appliances that every household wanted. My relatives in Czechoslovakia were visited several times by my father "behind the iron curtain". He described to us the extreme poverty of people there and lack of opportunity. It is telling that the people in Russia suffered that way as well, as illustrated by Nixon and Kruschev in the "kitchen debates". One could argue that the collapse of the Soviet Union happened in part because the people no longer believed the lies they had been fed since 1945. It has even been suggested that since the collapse of communism in Russia, this is the end of history since capitalism has proven to be superior to communism. See Fukuyama's "The End of History and the Last Man."
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Question 1:
I had not considered that one of the original purposes of the U.S. Postal Service was dissemination of political material. Thomas Paine's pamphlet "Common Sense" was undoubtedly so widely consumed by being able to be sent through the mail. Later, as the tensions between the north and south began to boil, Northern abolitionists bombarded Southerners with tracts and newspapers such as "The Liberator".
I loved the picture of the little post office and the information that the post office was a focal point of the community. It is striking that during the 19th century, the post office was one of the only contacts people had with the Federal government.
Question 2:
The module points out that most of the Founding Fathers were slave-owners. Thomas Jefferson, in reflecting on slavery said: "Indeed I tremble for my country when I reflect that God is just, that his justice cannot sleep forever. Commerce between master and slave is despotism. Nothing is more certainly written in the book of fate than that these people are to be free."
So, there was an almost tacit understand in the 18th century, even among slave-owners, that it was wrong.
Many of the artifacts showed how attitudes in the south began to see slavery as no longer in a negative light, but even as a positive good. They used many arguments, some of them religious, to prove that slavery was God-ordained and actually was good for black people. The differences in attitudes between northerners and southerners hinge over the fact that southerners entire economy depended on slave labor, and so it was that they would not be persuaded against slavery with moral argument.
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Title: Using the Footlockers from MacArthur Center
Grade Level: High
Short Answer:
I have been using Footlockers that are lent out by the MacArthur Museum in Norfolk, VA. They come jam-packed with objects and are available for the Spanish-American War, and both world wars. Students are allowed to handle the artifacts (with gloves) and we discuss as a class about many of them. For instance, one item from the Spanish-American War Footlocker is a tropical pith helmet, and we discuss why it looked as it does and what was its significance. The students are definitely engaged and it has produced many fruitful discussions as a class.
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Title: Tea: what is it and how is it prepared?
Grade Level: High
Short Answer:
A few years ago, when co-teaching with a colleague about the Boston Tea Party, it came to my knowledge that my co-teacher (much younger than myself) thought the tea thrown over was in liquid form. Our next class, I brought real loose tea and a teapot and prepared tea for the students. Many of them did not know exactly what tea was, that it was made from ground up leaves of the tea plant. I explained that the tea would have been shipped dry in wooden cases, and these are what the colonists threw into Boston Harbor. I also brought teacups and actually served tea to some of the students. I also explained that sugar was used to sweeten the tea and brought up the Sugar Act which added insult to injury to the colonists who felt England was acting in a tyrannical manner towards them.
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Title: Early Technology: Thomas Edison
Grade Level:
  • High
  • How did we get from the light bulb to cell phones?
Short Answer:
Since students in Virginia/U.S. History have to know about Thomas Edison inventing the light bulb, I would begin, as the Module does with his invention of the light bulb and actually a light bulb to class and ask if they know who invented it? I would present a timeline with other inventions, such as the radio (with vacuum tubes) and spend time explaining the vacuum tube and the transistor. You could have the timeline up to the present day with computer chips and cell phones...I would try to make the point that one innovation builds on previous advancements. You could start out by presenting the light bulb and a cell phone and ask what is the connection between the two?
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Title: Smallpox and Covid-19
Grade Level: High
Short Answer:
I would hook students in with a discussion of how our lives have been changed by the current pandemic, then introduce them to the disease of smallpox. I would use many of the images presented here to discuss how this disease killed off many of the native Americans, how epidemics of the disease broke out frequently in the colonies and the debate that came about over using Jenner's inoculation, once that had been tried. I would bring the discussion the wave of smallpox that went through the Continental army, and which could have caused the Americans to lose the Revolutionary War, and thus, history could have been very different. I would challenge students to think about how our current epidemic is likely to affect life far into the future, as it is doing, and likely to continue, and how finding an effective vaccine is probably going to be the only way we see Covid-19 fade away.
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Title: TV Dinners and the Role of Women
Grade Level: High
Short Answer:
I would structure a lesson around my own experience of TV dinners as a child, and would actually bring a TV dinner to show the students. As more and more women went to work and came home exhausted, the TV dinner became a quick way to serve a meal. It was not until the 1950s when many women did begin to work outside the home, that this food had an appeal. It faced some resistance as it was felt that a "home-cooked" meal was best. The vast success of Swanson's TV dinners reflects the changing nature of women in the workforce and their roles at home.
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Title: Fighting in the Revolution
Grade Level: High
Short Answer:
I would use the engraving of Paul Revere depicting the Boston Massacre as a springboard to discuss American antipathy to British troops. Using the musket ball, I would explain to students the relative primitiveness of musket rifles, their relative inaccuracy at distances. In looking at the engraving, I would discuss the idea of how professional the British troops appear, their in-line formation, and that Americans hated the idea that the British government believed it necessary to occupy their cities. I would also point out the Quartering Act, which required Americans to house and supply British troops in their own private homes. This act was another nail in the coffin of British tyranny in the colonies.
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Title: Industrial Production: War and Peace
Grade Level: High
Short Answer:
I would have students brainstorm to develop a list of wartime products and peacetime products developed in the twentieth century. We would have a discussion of the capabilities of industrial production and how that during World War II, all industrial effort was put forth for war materiel. I would tie this together with the development of the Cold War at the end of WWII, showing that the United States was able to dominate the world economy while improving the lives of its citizens, while the Soviet Union focused its industrial efforts towards weapons of war, and how this affected the lives of ordinary people in communist countries. I would make use of videos and DBQs and have students end with writing a reflective essay on comparing the two competing systems during the Cold War.
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Title: Preindustrial Communication and the Post Office
Grade Level: High
Short Answer:
My hook for this lesson would be a handful of political ads that have been bombarding me this election season. I would pass them around and show how they represent either side of the political spectrum
I would link this lesson with the previous one on the Industrial Revolution and the washing machine. Ask students to think about how communication was done prior to the telephone, radio, TV, or telegraph. Hopefully, they would respond with the answer of writing letters. I would show them the Confederate envelope and initiate a discussion of the post office and its importance as one of the first functions of the new republic. We would as a class generate a list of items that can be mailed and specifically talk about political items. In addition to campaign ads and propaganda, we would mention newspapers and tracts, such as The Liberator.
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