Analyzing Objects
Porcelain
Musket Ball
Smallpox
Nail
Reaper
Shirtwaist
Transistor
Coffee
Record
Tire
Dishwasher
Dress
Stereograph
Stone
Shoe
Question 1:
The object is a beautiful set of porcelain. I looks very expensive and could possibly be gold plated.
Question 2:
The object could connect us to themes about class systems, slavery if this was from a plantation, or from important meetings that changed the course of history (where tea was served). It could connect us to the American Revolution as tea was important and the taxing of it would lead to the Boston Tea Party.
Redirect: /content/porcelain-resources
Module Id: 951
User Id: 1448
Submitted: Monday, October 19, 2020 - 13:16
Question 1:
Historical thinking is analyzing and evaluating primary and secondary sources to understand the past.
Question 2:
Objects gives us insight and clues to how people lived. Extravagant items would suggest a person was rich, while a raggedy doll might suggest someone was poor. Objects can help us to understand how people survived, entertained or made a living.
Redirect: /content/what-historical-thinking
Module Id: 689
User Id: 1448
Submitted: Monday, October 19, 2020 - 15:50
Question 1: The objects are very tiny. They appear to be part of something electronic.
Question 2:
If it has something to do with electronics, then it probably has something to do with computers. The theme would be modern technology in America or how it emerged.
Redirect: /content/transistor-resources
Module Id: 1146
User Id: 1448
Submitted: Wednesday, October 21, 2020 - 16:06
Question 1:
The object appears to be an old rusty can of instant coffee. The company Nescafe created it. It looks like it's for an individual instead of a family as it is 1oz.
Question 2:
If this is a can issued to a soldier, it's possibly a WWII theme. It's in an easy to carry canister and can give soldiers a jolt of energy as they fight.
Redirect: /content/coffee-resources
Module Id: 1147
User Id: 1448
Submitted: Thursday, October 22, 2020 - 13:15
Question 1:
This is a shirtwaist. It's ironed and very neat looking. The blouse looks as if designed for a woman, but masculine. It has 3 visible buttons and has a small, tapered waist.
Question 2:
Redirect: /content/shirtwaist-resources
Module Id: 950
User Id: 1448
Submitted: Monday, October 26, 2020 - 13:10
Question 1:
This is a shirtwaist. It's ironed and very neat looking. The blouse looks as if designed for a woman, but masculine. It has 3 visible buttons and has a small, tapered waist.
Question 2:
The shirtwaist can be connected to the Industrial Revolution as many women worked in sweatshops. It can also be connected to the women's rights and suffrage movement as many women during the 19th and early 20th century wore shirtwaists.
Redirect: /content/shirtwaist-resources
Module Id: 950
User Id: 1448
Submitted: Friday, October 30, 2020 - 09:38
Question 1:
These are old beat up leather boots. The look as they were well made, but had a hard life. The wearer was either poor and lucky to have them or had to work hard in them. They appear dirty and weathered. The soles are sewn on.
Question 2:
I believe these are Civil War brogans. These boots probably belong to a soldier. The boots connect us to the Civil War era.
Redirect: /content/shoe-resources
Module Id: 1002
User Id: 1448
Submitted: Monday, November 2, 2020 - 12:55
Question 1:
These are old beat up leather boots. The look as if they had a hard life. The wearer was either poor and lucky to have them or had to work hard in them. They appear dirty and weathered. The soles are sewn on. They look cheap, as the soles are slightly coming apart.
Question 2:
I believe these are Civil War brogans. These boots probably belong to a soldier. The boots connect us to the Civil War era.
Redirect: /content/shoe-resources
Module Id: 1002
User Id: 1448
Submitted: Monday, November 2, 2020 - 12:58
Question 1:
I noticed that this is Confederate mail. It is official business, therefore there is no postage fee. It is from the auditor's office.
Question 2:
This connects to the struggle and Civil war between the northern and southern states.
Redirect: /content/mail-resources
Module Id: 1021
User Id: 1448
Submitted: Wednesday, November 4, 2020 - 12:31
Question 1:
I see a heavy rock. It has a few etchings on it. Maybe it's an old headstone.
Question 2:
Redirect: /content/stone-resources
Module Id: 1039
User Id: 1448
Submitted: Wednesday, November 4, 2020 - 15:32
Question 1:
I see a heavy rock. It has a few etchings on it. Maybe it's an old headstone.
Question 2:
The rock could be related to the American Revolution. It could be symbolic of the dead. If so, it would represent themes of struggle and triumph of building a new country and breaking away from England.
Redirect: /content/stone-resources
Module Id: 1039
User Id: 1448
Submitted: Thursday, November 5, 2020 - 12:34
Question 1:
The object appears to be a machine. It has 2 long poles in the front, which may be to attach to an animal like a horse. The machine looks like farming equipment.
Question 2:
Redirect: /content/reaper-resources
Module Id: 952
User Id: 1448
Submitted: Tuesday, November 10, 2020 - 13:58
Question 1:
The object appears to be a machine. It has 2 long poles in the front, which may be to attach to an animal like a horse. The machine looks like farming equipment.
Question 2:
The reaper can connect us to the shift from hand labor to mechanical labor in agriculture. As machines could rapidly speed up the harvesting process, we also see the shift from subsistence farming to commercial farming.
Redirect: /content/reaper-resources
Module Id: 952
User Id: 1448
Submitted: Tuesday, November 10, 2020 - 14:08
Question 1:
The objects are rusty nails. They look thick and very sturdy. They are dull and not sharp like today's nails.
Question 2:
These nails could be used to build 17th or 18th century homes. They look like they could be used to build ships, so they could possibly link us to the era of slavery and the antebellum south.
Redirect: /content/nail-resources
Module Id: 953
User Id: 1448
Submitted: Tuesday, November 10, 2020 - 15:17
Question 1:
The object is a record called Young America by Nora Bayes with orchestra. It was produced in 1895.
Question 2:
The record may connect to a period when many people from Europe and Asia were immigrating to America. These people would be the new face of America. America's new youth will steer the future of this country.
Redirect: /content/record-resources
Module Id: 1128
User Id: 1448
Submitted: Tuesday, November 17, 2020 - 10:20
Question 1:
There are hundreds of old weathered rubber tires. This looks like a dump yard for old tires.
Question 2:
Redirect: /content/tire-resources
Module Id: 1108
User Id: 1448
Submitted: Tuesday, November 17, 2020 - 12:44
Question 1:
There are hundreds of old weathered rubber tires. This looks like a dump yard for old tires.
Question 2:
Maybe these tires were being recycled to recap or retread due to a shortage. If so, this would be part of the scrap drives from WWII. The US had to ration tires due to a rubber shortage.
Redirect: /content/tire-resources
Module Id: 1108
User Id: 1448
Submitted: Tuesday, November 17, 2020 - 12:50
Question 1:
The woman is wearing a very long white dress. It is simple and plain, however, a scarf that possibly reads Women's Suffrage is pinned to it.
Question 2:
This dress is part of the fashion for the Women's Suffrage Movement in the United States. The woman is a suffragette.
Redirect: /content/dress-resources
Module Id: 1075
User Id: 1448
Submitted: Thursday, November 19, 2020 - 08:08
Question 1:
The object has a viewing piece for the eyes. It is made of metal and wood. There is a stick that you use to hold it up to your eyes. It looks like pictures or still film slides can be viewed from this equipment.
Question 2:
Redirect: /content/stereoscope-resources
Module Id: 1047
User Id: 1448
Submitted: Friday, November 20, 2020 - 08:41
Question 1:
The object has a viewing piece for the eyes. It is made of metal and wood. There is a stick that you use to hold it up to your eyes. It looks like pictures or still film slides can be viewed from this equipment.
Question 2: This may be a part of a technology or entertainment theme in America.
Redirect: /content/stereoscope-resources
Module Id: 1047
User Id: 1448
Submitted: Friday, November 20, 2020 - 08:43
Question 1:
This object looks like a image of a virus through a microscope. There are lots of dark round images with fuzzy edges.
Question 2: This image probably has to do with vaccines and advances in medicine.
Redirect: /content/smallpox-resources
Module Id: 954
User Id: 1448
Submitted: Friday, November 20, 2020 - 09:44
Question 1:
This is a round and jagged object. It is very tiny, as it's only about an inch and a half wide. It looks to be made of metal.
Question 2:
A musket ball would be used like a bullet in gun. This would most likely connect us to themes in the American Revolution, where you'd find muskets and musket balls.
Redirect: /content/musket-ball-resources
Module Id: 955
User Id: 1448
Submitted: Friday, December 4, 2020 - 12:27
Question 1:
Porcelain was a symbol of wealth for American colonists. It was used to entertain guests as they sat for tea. Tea was a drink that colonists enjoyed, but the Tea Act ruined that. The Tea Act was amongst several policies that pushed American colonists to pull away from British rule.
Question 2:
I would like to know more about the Tea Act and other laws that pushed American colonists to rebel. I would like to know how big of a role tea played in everyday life for American colonists.
Redirect: /content/porcelain-connections-essay
Module Id: 951
User Id: 1448
Submitted: Monday, October 19, 2020 - 15:14
Question 1:
Porcelain was a symbol of wealth for American colonists. It was used to entertain guests as they sat for tea. Tea was a drink that colonists enjoyed, but the Tea Act ruined that. The Tea Act was amongst several policies that pushed American colonists to pull away from British rule.
Question 2:
I would like to know more about the Tea Act and other laws that pushed American colonists to rebel. I would like to know how big of a role tea played in everyday life for American colonists.
Redirect: /content/porcelain-connections-essay
Module Id: 951
User Id: 1448
Submitted: Monday, October 19, 2020 - 15:15
Question 1:
Historical thinking has five key elements which helps us to have a more accurate picture of the past.
Students will learn to analyze and synthesize primary sources through multiple accounts and perspectives. They will analyze primary sources by reading and contextualizing and comparing the differing points of view. Teachers will have students sourcing by knowing the purpose, origin and trustworthiness of the source. Locating events and sources in time and space is the 4th element. Lastly, stories must be supported by facts (Claim evidence connection).
Students will learn to analyze and synthesize primary sources through multiple accounts and perspectives. They will analyze primary sources by reading and contextualizing and comparing the differing points of view. Teachers will have students sourcing by knowing the purpose, origin and trustworthiness of the source. Locating events and sources in time and space is the 4th element. Lastly, stories must be supported by facts (Claim evidence connection).
Question 2:
Historically thinking, you have to ask/ analyze what the object may mean to different people and what its purpose was. When was it used, how does it connect people? What story does it tell? How can it be connected to a larger part of the picture? What does it tell us about the people that had it in their possession?
Redirect: /content/connections-essay-historical-thinking
Module Id: 689
User Id: 1448
Submitted: Wednesday, October 21, 2020 - 15:45
Question 1:
The transistor can easily be part of 20th century themes like the Age of Technology, Globalization, Digital Revolution and the Information Age. The transistor made modern electronics possible. From phones, TVs and radios to video games and computers, the world is easily connected because of this invention. As transistors increased the power of the signal- we can communicate with people all around the world whether they are on of the devices I just mentioned. Hence, the technology provided helped to usher us into the Global Age as we communicate with various nations. Transistors led to the Information Age as computers are a gateway to the internet, which operates all over the world and gives us a plethora of information we would not have had earlier access to. It's a Digital Revolution as the transistor evolved into something that transitioned us from analog to digital. Almost everything is digitally operated today.
Question 2:
Redirect: /content/transistor-connections-essay
Module Id: 1146
User Id: 1448
Submitted: Thursday, October 22, 2020 - 12:33
Question 1:
The transistor can easily be part of 20th century themes like the Age of Technology, Globalization, Digital Revolution and the Information Age. The transistor made modern electronics possible. From phones, TVs and radios to video games and computers, the world is easily connected because of this invention. As transistors increased the power of the signal- we can communicate with people all around the world whether they are on of the devices I just mentioned. Hence, the technology provided helped to usher us into the Global Age as we communicate with various nations. Transistors led to the Information Age as computers are a gateway to the internet, which operates all over the world and gives us a plethora of information we would not have had earlier access to. It's a Digital Revolution as the transistor evolved into something that transitioned us from analog to digital. Almost everything is digitally operated today.
Question 2:
Why is this invention important? What is the purpose? Does it replace something already available? Does it make something available easier to use? Is it easy to reproduce? Will it help ordinary people? What technology can it be used with?
Redirect: /content/transistor-connections-essay
Module Id: 1146
User Id: 1448
Submitted: Thursday, October 22, 2020 - 12:55
Question 1:
Instant coffee connects to 3 themes of the 20th century. It was part of the Industrialization of food production. No longer did people have to grow and prepare fresh foods daily, which could be time consuming, they could enjoy ready made foods in a matter of minutes. Canned and frozen foods in addition to instant coffee would provide tasty meals without all the work. Another theme would be food production during WWII. Soldiers needed real food and coffee to boost morale and fill the stomach. Instant coffee was given with each ration meal. It gave soldiers a jolt of energy and was thought to restore strength. Lastly, the theme of post- war consumer culture would drastically change due to instant coffee and ready made foods. Women had to change their entire mindset of having to cook fresh foods and feeling a sense of accomplishment when cooking for family. The culture had to be changed for women to adopt this new way of cooking from cans and frozen foods. Although instant coffee was as tasty as freshly brewed, many chose to continue buying fresh coffee because that's what they'd been taught was the best. It took magazines like Life, to change the consumer culture.
Question 2:
Redirect: /content/coffee-connections-essay
Module Id: 1147
User Id: 1448
Submitted: Monday, October 26, 2020 - 12:27
Question 1:
Instant coffee connects to 3 themes of the 20th century. It was part of the Industrialization of food production. No longer did people have to grow and prepare fresh foods daily, which could be time consuming, they could enjoy ready made foods in a matter of minutes. Canned and frozen foods in addition to instant coffee would provide tasty meals without all the work. Another theme would be food production during WWII. Soldiers needed real food and coffee to boost morale and fill the stomach. Instant coffee was given with each ration meal. It gave soldiers a jolt of energy and was thought to restore strength. Lastly, the theme of post- war consumer culture would drastically change due to instant coffee and ready made foods. Women had to change their entire mindset of having to cook fresh foods and feeling a sense of accomplishment when cooking for family. The culture had to be changed for women to adopt this new way of cooking from cans and frozen foods. Although instant coffee was as tasty as freshly brewed, many chose to continue buying fresh coffee because that's what they'd been taught was the best. It took magazines like Life, to change the consumer culture.
Question 2:
Advertising had to convince women that instant foods could have the same taste and feel of homemade foods. Nescafe added words like "modern" to ads to convince women to buy their product. WWII advertising had women growing their own fruits and veggies to save food for the soldiers abroad. Post war, advertisers had to undo that thinking to convince women, who did most of the shopping, to try frozen and canned. Women's traditional roles of keeping the house clean and cooking a fresh meal collided with cooking instant meals. It was thought if a man spent all day outside of the home working, a woman should provide a hot homecooked meal for him and the family. Women didn't want to feel like they've slighted their families by cooking something easy and not fresh. Ads in magazines like Life, which were read mostly by women were created to convince women that a homecooked meal can be easy and convenient and still tasty.
Redirect: /content/coffee-connections-essay
Module Id: 1147
User Id: 1448
Submitted: Monday, October 26, 2020 - 12:42
Question 1:
The shirtwaist connects to the Industrial Age when women are no longer wearing corsets and hoopskirts. They are working in factories and away from home. The shirtwaist is a big part of fashion as women begin to partake in politics and women's rights during the Suffrage Movement as well as the Labor Movement. Women were thrust into Labor Rights as many of the factories they worked for were inhumane sweatshops with horribly cramped conditions. On top of that wages were low and they were treated poorly. The shirtwaist can be seen in images all through texts and newspaper articles as women wore them through this stage of life in America.
Question 2:
Redirect: /content/shirtwaist-connections-essay
Module Id: 950
User Id: 1448
Submitted: Friday, October 30, 2020 - 10:16
Question 1:
The shirtwaist connects to the Industrial Age when women are no longer wearing corsets and hoopskirts. They are working in factories like the Triangle Shirtwaist Factory and away from home. The shirtwaist is a big part of fashion as women begin to partake in politics and women's rights during the Suffrage Movement as well as the Labor Movement. Women were thrust into Labor Rights as many of the factories they worked for were inhumane sweatshops with horribly cramped conditions. On top of that wages were low and they were treated poorly. The shirtwaist can be seen in images all through texts and newspaper articles as women wore them through this stage of life in America.
Question 2:
How much did children make in comparison to adults? How much did African American women make in comparison to White Women? What laws were made in response to the Triangle Shirtwaist Factory fire? How did labor laws change in 10/50/ 100 years after the fire? How are workers/ families compensated for death/injury in comparison to 100 years ago? How have working conditions in factories changed over time?
Redirect: /content/shirtwaist-connections-essay
Module Id: 950
User Id: 1448
Submitted: Friday, October 30, 2020 - 10:27
Question 1:
These shoes connect us to the Civil War. These were ill made shoes that were very common for that era. As the demand for soldiers increased, so did the demand for soldier's shoes. This would eventually usher in the
Question 2:
Redirect: /content/shoe-connections-essay
Module Id: 1002
User Id: 1448
Submitted: Monday, November 2, 2020 - 15:13
Question 1:
These shoes connect us to the Civil War. These were ill made shoes that were very common for that era. As the demand for soldiers increased, so did the demand for soldier's shoes. This would eventually usher in more influence by the Federal government.
Question 2:
Redirect: /content/shoe-connections-essay
Module Id: 1002
User Id: 1448
Submitted: Monday, November 2, 2020 - 15:15
Question 1:
These shoes connect us to the Civil War. These were ill made shoes that were very common for that era. As the demand for soldiers increased, so did the demand for soldier's shoes. This would eventually usher in more influence by the Federal government. The Federal government had to issue bonds, create an income tax on individuals and use fiat money to fund the war. The Federal government could not take on such a task without raising lots of money, so it got it from the people. Before the war, the states had more power and pretty much all contact with its citizens. Now, a government in need of funding a war needed its citizens to pitch in to pay for it.
Question 2:
Redirect: /content/shoe-connections-essay
Module Id: 1002
User Id: 1448
Submitted: Monday, November 2, 2020 - 15:24
Question 1:
These shoes connect us to the Civil War. These were ill made shoes that were very common for that era. As the demand for soldiers increased, so did the demand for soldier's shoes. This would eventually usher in more influence by the Federal government. The Federal government had to issue bonds, create an income tax on individuals and use fiat money to fund the war. The Federal government could not take on such a task without raising lots of money, so it got it from the people. Before the war, the states had more power and pretty much all contact with its citizens. Now, a government in need of funding a war needed its citizens to pitch in to pay for it. The government also expanded its power, by hiring people to be agents and government workers.
Question 2:
Redirect: /content/shoe-connections-essay
Module Id: 1002
User Id: 1448
Submitted: Monday, November 2, 2020 - 15:26
Question 1:
These shoes connect us to the Civil War. These were ill made shoes that were very common for that era. As the demand for soldiers increased, so did the demand for soldier's shoes. This would eventually usher in more influence by the Federal government. The Federal government had to issue bonds, create an income tax on individuals and use fiat money to fund the war. The Federal government could not take on such a task without raising lots of money, so it got it from the people. Before the war, the states had more power and pretty much all contact with its citizens. Now, a government in need of funding a war needed its citizens to pitch in to pay for it. The government also expanded its power, by hiring people to be agents and government workers.
Question 2:
The changing relationship between citizens and government due to the Civil war can be explained in a variety of primary sources like newspapers, speeches by government officials and Presidents, recruitment and propaganda posters, and political cartoons.
Redirect: /content/shoe-connections-essay
Module Id: 1002
User Id: 1448
Submitted: Monday, November 2, 2020 - 15:32
Question 1:
The mail connects us to themes such as slavery and abolitionism during the 19th century. During the early 1800s the postal service was reorganized. The postal service
Question 2:
Redirect: /content/mail-connections-essay
Module Id: 1021
User Id: 1448
Submitted: Wednesday, November 4, 2020 - 12:49
Question 1:
The mail connects us to themes such as slavery and abolitionism during the 19th century. During the 1830s the postal service was reorganized. The postal service ensured privacy and was a means of protecting the freedom of speech as several newspapers, pamphlets and letter passed through. Southerners took advantage to send slave ads and such. Abolitionists in the north sent hundreds of thousands of anti-slavery mail to the south to garner support for their cause. This led to many southern governments banning abolitionist mail. This would be part of the growing resentment that would ultimately be the Civil War.
Question 2:
Redirect: /content/mail-connections-essay
Module Id: 1021
User Id: 1448
Submitted: Wednesday, November 4, 2020 - 12:55
Question 1:
The mail connects us to themes such as slavery and abolitionism during the 19th century. During the 1830s the postal service was reorganized. The postal service ensured privacy and was a means of protecting the freedom of speech as several newspapers, pamphlets and letter passed through. Southerners took advantage to send slave ads and such. Abolitionists in the north sent hundreds of thousands of anti-slavery mail to the south to garner support for their cause. This led to many southern governments banning abolitionist mail. This would be part of the growing resentment that would ultimately be the Civil War.
Question 2:
I learned that the Southern governments had the right to ban US mail on the basis of the speech in it. They didn't like abolitionist material, so they just destroyed it and made it illegal. I wouldn't have thought they'd get away with it because of the protections the postal service had. It goes to show how severe tensions were between the states.
Redirect: /content/mail-connections-essay
Module Id: 1021
User Id: 1448
Submitted: Wednesday, November 4, 2020 - 12:59
Question 1:
The boundary stone tells the story of building a nation. The stones represent boundaries of the nation's capital in Washington DC. The city and its location were a compromise between northerners and southerners after the American Revolution, the city being accessible to both. The stones also connect us to a time period where slavery was a profitable business, even in the nation's capital, but came into question with morality and the principles in which this nation claimed to be founded upon. The stones represent the boundaries of a capital in Washington DC that lost part of its territory (1/3) as Virginia seceded into the Confederacy and took part of DC with it. This shows us a dividing nation. A city for a whole nation, was divided because of the issue of slavery. As the Civil War emerged, slaves in DC were emancipated and it became heavily populated with blacks escaping the perils of the slave south. Hence, the nations capital began to keep its promise that all men are entitled to freedom.
Question 2:
Redirect: /content/stone-connections-essay
Module Id: 1039
User Id: 1448
Submitted: Friday, November 6, 2020 - 10:08
Question 1:
The boundary stone tells the story of building a nation. The stones represent boundaries of the nation's capital in Washington DC. The city and its location were a compromise between northerners and southerners after the American Revolution, the city being accessible to both. The stones also connect us to a time period where slavery was a profitable business, even in the nation's capital, but came into question with morality and the principles in which this nation claimed to be founded upon. The stones represent the boundaries of a capital in Washington DC that lost part of its territory (1/3) as Virginia seceded into the Confederacy and took part of DC with it. This shows us a dividing nation. A city for a whole nation, was divided because of the issue of slavery. As the Civil War emerged, slaves in DC were emancipated and it became heavily populated with blacks escaping the perils of the slave south. Hence, the nations capital began to keep its promise that all men are entitled to freedom.
Question 2:
Students can examine the changing boundaries of this nation from pre- European colonization, with Native territories. Then shift to the establishment of the 13 colonies to post Revolution to steady expansion with the Trail of Tears, Louisiana Purchase and so on. As they examine the changes on the map, they will research what actions were behind those changes.
Redirect: /content/stone-connections-essay
Module Id: 1039
User Id: 1448
Submitted: Friday, November 6, 2020 - 10:29
Question 1:
The reaper connects us to a time after the American Revolution- farmers left working in agriculture only by hand to mechanical means. Machines like the reaper and cotton gin dramatically decrease the time a farmer needed to harvest crops. Hence, this increase production. This lead us to commercial farming and away from subsistence farming. As more farms appeared, more forms of transportation linked rural areas to the cities. The emergence of roads and railways made transportation easier and shipping cheaper. This would ultimately lead to the rise of urbanization.
Question 2:
Redirect: /content/reaper-connections-essay
Module Id: 952
User Id: 1448
Submitted: Tuesday, November 10, 2020 - 14:16
Question 1:
The reaper connects us to a time after the American Revolution- farmers left working in agriculture only by hand to mechanical means. Machines like the reaper and cotton gin dramatically decrease the time a farmer needed to harvest crops. Hence, this increase production. This lead us to commercial farming and away from subsistence farming. As more farms appeared, more forms of transportation linked rural areas to the cities. The emergence of roads and railways made transportation easier and shipping cheaper. With reforms in food production, American industrialization would occur. This would ultimately lead to the rise of urbanization.
Question 2:
Besides industrialization and the building of infrastructure, American lives changed in the late 18th century as because of several factors. One source could be the Constitution. As the 13th -15th Amendments were added, African Americans were now considered citizens and no longer slaves. Southerners lives were drastically changed as they could no longer depend on and thrive from the free labor of blacks. Sharecropping and Jim Crow laws helped to keep blacks from rising above many unfortunate circumstances, but slavery in theory was over.
Redirect: /content/reaper-connections-essay
Module Id: 952
User Id: 1448
Submitted: Tuesday, November 10, 2020 - 14:27
Question 1:
Mass produced nails tie us to themes like immigration and Westward Expansion. As nails were no longer handmade, but mass produced-homes were now cheaper to build. Cheaper homes led to more immigrants coming to live the American dream and build a new life away from the perils of Europe. It also led to Westward Expansion. Balloon houses were quick and easy to put up with these mass produced nails, so moving and building a new life out west was a dream come true, but horrible for Native Americans who were driven away from tribal lands. Many plantation homes were built using these mass produced nails, which caused the south to continue to prosper with plantation slave labor.
Question 2:
Redirect: /content/nail-connections-essay
Module Id: 953
User Id: 1448
Submitted: Thursday, November 12, 2020 - 12:30
Question 1:
Mass produced nails tie us to themes like immigration and Westward Expansion. As nails were no longer handmade, but mass produced-homes were now cheaper to build. Cheaper homes led to more immigrants coming to live the American dream and build a new life away from the perils of Europe. It also led to Westward Expansion. Balloon houses were quick and easy to put up with these mass produced nails, so moving and building a new life out west was a dream come true, but horrible for Native Americans who were driven away from tribal lands. Many plantation homes were built using these mass produced nails, which caused the south to continue to prosper with plantation slave labor.
Question 2:
The story of the nail brings into perspective how precious every little possession was. As people moved west during the Gold Rush, they needed quick housing. Without mass produced nails and balloon framed houses, it would've been nearly impossible to have a home.
Redirect: /content/nail-connections-essay
Module Id: 953
User Id: 1448
Submitted: Thursday, November 12, 2020 - 13:07
Question 1:
The song Young America connects us to themes of immigration and immigrant assimilation. The songwriter spoke of several European groups like the English, Dutch, German and French and how if they're kids are born in "Yankee Island" that won't matter. They will be immersed into America's melting pot and retaught in America's public school system. In other words, the old world will be left behind and the young will be American. The young will assimilate and learn English and American ways. They will immerse themselves in white ways and live the American dream. Assimilation is something that could be enjoyed by white European immigrants if they wanted to avoid discrimination. That was something people of color from Asia, the Caribbean, and African Americans didn't have the luxury of doing.
Question 2: Immigration records, census records, posters
Redirect: /content/record-connections-essay
Module Id: 1128
User Id: 1448
Submitted: Tuesday, November 17, 2020 - 12:20
Question 1:
The song Young America connects us to themes of immigration and immigrant assimilation. The songwriter spoke of several European groups like the English, Dutch, German and French and how if they're kids are born in "Yankee Island" that won't matter. They will be immersed into America's melting pot and retaught in America's public school system. In other words, the old world will be left behind and the young will be American. The young will assimilate and learn English and American ways. They will immerse themselves in white ways and live the American dream. Assimilation is something that could be enjoyed by white European immigrants if they wanted to avoid discrimination. That was something people of color from Asia, the Caribbean, and African Americans didn't have the luxury of doing.
Question 2:
Primary sources such as immigration records, census records, posters, and photographs will give a detailed look at the history of immigration. Secondary sources such as textbooks may tell part of the story.
Redirect: /content/record-connections-essay
Module Id: 1128
User Id: 1448
Submitted: Tuesday, November 17, 2020 - 12:22
Question 1:
The white dress was a symbol of the suffragette movement. White dresses symbolized Greco-Roman images like Justice and Lady Liberty and meant full citizenship to women would include giving women the right to vote, which provided justice and freedom. White also represented a clean slate and fresh start for women who were seeking to be fully emancipated and natural. The white dress is all about women's rights and the right to vote, which would finally happen in 1920, with the passing of the 19th Amendment.
Question 2:
Redirect: /content/dress-connections-essay
Module Id: 1075
User Id: 1448
Submitted: Thursday, November 19, 2020 - 12:50
Question 1:
The white dress was a symbol of the suffragette movement. White dresses symbolized Greco-Roman images like Justice and Lady Liberty and meant full citizenship to women would include giving women the right to vote, which provided justice and freedom. White also represented a clean slate and fresh start for women who were seeking to be fully emancipated and natural. The white dress is all about women's rights and the right to vote, which would finally happen in 1920, with the passing of the 19th Amendment.
Question 2:
Secondary sources that I could examine to better understand the suffrage movement would be US History books and journal writings from scholars. I am interested in knowing how many women voted in the first Presidential election after being given the right to vote and the breakdown of it by state. A chart would be a great source of this information.
Redirect: /content/dress-connections-essay
Module Id: 1075
User Id: 1448
Submitted: Thursday, November 19, 2020 - 12:59
Question 1:
Tires were being and other objects such as sugar and gas were being rationed during WWII. America was in such dire straits because of a very low supply of rubber which was needed to for hoses, belts, and tires for military vehicles. Americans were asked to tighten up and continue use tires well passed their prime to save rubber for the military.
Question 2:
Redirect: /content/tire-connections-essay
Module Id: 1108
User Id: 1448
Submitted: Thursday, November 19, 2020 - 15:14
Question 1:
Tires were and other objects such as sugar and gas were being rationed during WWII. America was in such dire straits because of a very low supply of rubber which was needed to for hoses, belts, and tires for military vehicles. Americans were asked to tighten up and continue use tires well passed their prime to save rubber for the military. America was at war with Japan, who seized most of the areas in Asia which supplied rubber to America and its allies.
Question 2:
Redirect: /content/tire-connections-essay
Module Id: 1108
User Id: 1448
Submitted: Thursday, November 19, 2020 - 15:19
Question 1:
Tires were and other objects such as sugar and gas were being rationed during WWII. America was in such dire straits because of a very low supply of rubber which was needed to for hoses, belts, and tires for military vehicles. Americans were asked to tighten up and continue use tires well passed their prime to save rubber for the military. America was at war with Japan, who seized most of the areas in Asia which supplied rubber to America and its allies.
Question 2:
What is the focus of this photo?
What other details do you notice?
Which era do you believe this image is from?
Where do you believe this photo was taken?
Why would stockpiling tires be important?
What can you do with scrap tires?
What other items do you believe would be in high demand during this time?
What other details do you notice?
Which era do you believe this image is from?
Where do you believe this photo was taken?
Why would stockpiling tires be important?
What can you do with scrap tires?
What other items do you believe would be in high demand during this time?
Redirect: /content/tire-connections-essay
Module Id: 1108
User Id: 1448
Submitted: Thursday, November 19, 2020 - 15:27
Question 1:
Tires were and other objects such as sugar and gas were being rationed during WWII. America was in such dire straits because of a very low supply of rubber which was needed to for hoses, belts, and tires for military vehicles. Americans were asked to tighten up and continue use tires well passed their prime to save rubber for the military. America was at war with Japan, who seized most of the areas in Asia which supplied rubber to America and its allies.
Question 2:
What is the focus of this photo?
What other details do you notice?
Which era do you believe this image is from?
Where do you believe this photo was taken?
Why would stockpiling tires be important?
What can you do with scrap tires?
What other items do you believe would be in high demand during this time?
What other details do you notice?
Which era do you believe this image is from?
Where do you believe this photo was taken?
Why would stockpiling tires be important?
What can you do with scrap tires?
What other items do you believe would be in high demand during this time?
Redirect: /content/tire-connections-essay
Module Id: 1108
User Id: 1448
Submitted: Thursday, November 19, 2020 - 15:27
Question 1:
Tires were and other objects such as sugar and gas were being rationed during WWII. America was in such dire straits because of a very low supply of rubber which was needed to for hoses, belts, and tires for military vehicles. Americans were asked to tighten up and continue use tires well passed their prime to save rubber for the military. America was at war with Japan, who seized most of the areas in Asia which supplied rubber to America and its allies.
Question 2:
What is the focus of this photo?
What other details do you notice?
Which era do you believe this image is from?
Where do you believe this photo was taken?
Why would stockpiling tires be important?
What can you do with scrap tires?
What other items do you believe would be in high demand during this time?
What other details do you notice?
Which era do you believe this image is from?
Where do you believe this photo was taken?
Why would stockpiling tires be important?
What can you do with scrap tires?
What other items do you believe would be in high demand during this time?
Redirect: /content/tire-connections-essay
Module Id: 1108
User Id: 1448
Submitted: Thursday, November 19, 2020 - 15:27
Question 1:
Question 2:
Redirect: /content/stereoscope-connections-essay
Module Id: 1047
User Id: 1448
Submitted: Friday, November 20, 2020 - 08:54
Question 1:
The stereoscope connects us to themes of technology and education. For example, people were able to access images from around the world through this device. The technology allowed the viewer to see scenes from President Roosevelt's speech to a scene in India. Those who could not afford to travel, had a world view in front of them. Those who could not afford a stereoscope had access to them in some libraries and schools. The device was educational as it provided scenes of national landmarks and so on.
Question 2:
Redirect: /content/stereoscope-connections-essay
Module Id: 1047
User Id: 1448
Submitted: Friday, November 20, 2020 - 09:05
Question 1:
The stereoscope connects us to themes of technology and education. For example, people were able to access images from around the world through this device. The technology allowed the viewer to see scenes from President Roosevelt's speech to a scene in India. Those who could not afford to travel, had a world view in front of them. Those who could not afford a stereoscope had access to them in some libraries and schools. The device was educational as it provided scenes of national landmarks and so on.
Question 2:
Students can use the internet to research how technology for viewing images has changed. They can read/ create a timeline about technology for viewing images.
Redirect: /content/stereoscope-connections-essay
Module Id: 1047
User Id: 1448
Submitted: Friday, November 20, 2020 - 09:24
Title: Porcelain and the American Revolution
Grade Level: High
Short Answer:
I would have students examine a porcelain tea set/ show a picture. I would probe questions like, What is this? What is it's purpose? What country/countries would you find something like from? What type of people would own this? How could you relate this item to an event in early American history? After probing and discussion, hopefully, they would be able to write an essay about how luxury items such as porcelain and everyday items like tea and paper were being taxed, which caused an uproar and eventually the American Revolution.
Redirect: /content/porcelain-wrap
Module Id: 951
User Id: 1448
Submitted: Monday, October 19, 2020 - 15:27
Title: Making Connections with Objects
Grade Level: Middle
Short Answer:
As a teacher, I will have the students do a walk around lab. There will be several artifacts in the room. In pairs, they will examine each artifact and answer several historically thinking questions. What is the object? How was it used? When was it created? What is it made out of? Who would have used it? Where would you find something like this? What does it say about the people who owned it? An object like a sheet of classical music may suggest the people were musicians, educated, and successful because they had time for extracurricular activities.
Redirect: /content/analyzing-objects-wrap
Module Id: 689
User Id: 1448
Submitted: Wednesday, October 21, 2020 - 15:54
Title: Transitors to the Rescue!
Grade Level: High
Short Answer:
To engage students, I would find an article and show short videos about the Bell Labs invention of the transistor and other scientists from PBS or YouTube. Students will look up electronics that use transistors and give a quick report on it for the class. They will explain why that device built with transistors is important to them/ people in general. Lastly, I could collaborate with the electronics teacher to show students how to build a simple circuit with transistors.
Redirect: /content/transistor-wrap
Module Id: 1146
User Id: 1448
Submitted: Thursday, October 22, 2020 - 13:06
Title: What do you like?
Grade Level: High
Short Answer:
I would collaborate with the culinary arts teacher. We would have a taste testing of 4 foods. Possibly spaghetti, baked chicken, tea and brownies. We would have the frozen/ instant variety and the homemade version. Students would not know which is which. They would have to choose which looked and tasted better. Then we would go into the history of instant foods and how they impacted WWII and changed the consumer culture post war. Students would then made posters and ads trying to convince women to try their new and quick instant meals.
Redirect: /content/coffee-wrap
Module Id: 1147
User Id: 1448
Submitted: Monday, October 26, 2020 - 12:58
Title: The Evolution of Women's Roles
Grade Level: High
Short Answer:
I would have students research women's roles from the last two centuries in groups. They would include the typical occupation of women, the fashion and men's thoughts about women's roles at that particular time. Each group would have to create 5 posters. The objective would be to see how women's clothing changed as they went from working in the home and entertaining to having to work in more practical clothes like the shirtwaist to work in factories, school and other industries. Another idea for the class would be to research working conditions from the early 1900s to now. How have laws/views about workers changed? What rules are in place now to protect the worker? How did labor unions change this? Short PowerPoints or posters would be encouraged so that classmates can learn from each other.
Redirect: /content/shirtwaist-wrap
Module Id: 950
User Id: 1448
Submitted: Monday, November 2, 2020 - 12:42
Title: Shoe Exhibit
Grade Level: Middle
Short Answer:
A shoe exhibit that displays different shoes from around the world would be creative for my world history students. Students can examine each shoe and hypothesize where the shoes came from and what the function of that particular shoe is. I would include shoes like the 1970s Chuck Taylors and the function is to play basketball. Another would be Babouche slippers in Morocco for ease of use during and after prayer. I would of course include the Civil War brogans from our lesson which function as soldiers shoes.
Another approach would be the evolution of war shoes in America. I could display pictures of war boots and uniforms from the American Revolution, Civil War, WWI, WWII , and the Gulf War. Students could research the functionality of the clothing and shoes of each war and how they influenced the outcome of the wars.
Another approach would be the evolution of war shoes in America. I could display pictures of war boots and uniforms from the American Revolution, Civil War, WWI, WWII , and the Gulf War. Students could research the functionality of the clothing and shoes of each war and how they influenced the outcome of the wars.
Redirect: /content/shoe-wrap
Module Id: 1002
User Id: 1448
Submitted: Monday, November 2, 2020 - 15:45
Title: Postmaster Decisions
Grade Level: High
Short Answer:
Students will be put in groups to examine several primary sources from different time periods. As students pose as the post master and his/her employees, they will decide whether the letters, pamphlets, newspapers, or posters can be delivered. They will get to read and analyze sources from abolitionist newspapers, various excerpts from pamphlets, people's personal letters, and such from the Civil War era and antebellum. They will decide whether or not these items can be distributed to homes. The same will be done with the Revolutionary period. Can Loyalist mail/ Patriot mail be passed along state lines in enemy territory? How about during WWII? Will Japanese and German mail be dissected/ intercepted before it reaches its destination?
Redirect: /content/mail-wrap
Module Id: 1021
User Id: 1448
Submitted: Wednesday, November 4, 2020 - 15:27
Title: What is a border?
Grade Level: High
Short Answer:
Students will be asked what is a border? What is a boundary? Why do countries use borders? Why do you think borders change? What historical events have impacted borders in our country? What are examples of physical borders? What is a cultural border? Examine a country that has created cultural borders and explain why it was important to create one. Students will do this activity individually, then share with a group or 3 or 4. Think Pair Share
Redirect: /content/stone-wrap
Module Id: 1039
User Id: 1448
Submitted: Friday, November 6, 2020 - 12:30
Title: The Evolution of Agriculture in the US
Grade Level: Middle
Short Answer:
Students in Middle School can research agricultural techniques and inventions from the 1700s to now. Students will incorporate all of their learnings into an illustrated timeline in groups of 3. They must include working by hand with hoes, sickles and flails to the use of indentured servants and African slaves to cotton gins, iron plows and reapers. Eventually, they will include huge machinery like the combines and tractors of today.
Redirect: /content/reaper-wrap
Module Id: 952
User Id: 1448
Submitted: Tuesday, November 10, 2020 - 15:09
Title: What do you need to survive?
Grade Level: Middle
Short Answer:
I would have students pretend that they were living in the early 1800s. They will write a list of the things they believe that they needed for survival. What things would you take with you if you are moving west to settle? After sharing their lists and making a large classroom list, we will discuss how those items would've been helpful. Then we will discuss items that they possibly left off of the list. I will show them the picture of the nails from the module and discuss the necessity of them. Then, we will have a short discussion/ lecture about Westward Expansion and it's impact on various populations. To sum up the activity, students will rewrite what they needed to survive moving west in a short essay, using the information learned.
Redirect: /content/nail-wrap
Module Id: 953
User Id: 1448
Submitted: Thursday, November 12, 2020 - 13:00
Title: Analyzing Immigration
Grade Level: Middle
Short Answer:
Since a large number of immigrants came to America between 1880 and 1954, I would have students analyze charts about where immigrants came from and when. They would be able to analyze the various trends of where the most immigrants came from and when immigration stopped for some groups. I would have them research why various groups like the Irish, Italians, and Greeks came to America. What factors brought Eastern Europeans here and why were Asians attracted to America. Why did some groups have more immigrants than others? Why did some groups get excluded at one point in time?
Redirect: /content/record-wrap
Module Id: 1128
User Id: 1448
Submitted: Tuesday, November 17, 2020 - 12:39
Title: Protest Clothing
Grade Level: Middle
Short Answer:
Students can research protest clothing from the American Revolution to the 2000s. They can do a short presentation of their findings via PowerPoint. They must include Suffragette White dresses. Bonus points if they dress up or dress dolls in protest clothing. They must explain the clothing and what the purpose of the outfit is.
Redirect: /content/dress-wrap
Module Id: 1075
User Id: 1448
Submitted: Thursday, November 19, 2020 - 13:03
Title: Surviving the Rations
Grade Level: Middle
Short Answer:
I will give each student 1 pencil and 10 sheets of paper. I will let them know this is all they will get for the next 3 months. They will have a coupon book that lets them know when they can receive another pencil and 10 sheets of paper. Once it is stamped, they can no longer get more supplies. I will do the same for toilet paper. Can you survive with one roll of tissue for the next 3 months? How about food? If I give them a pack of Ramen noodles, can you survive a week with just this small pack? Students will look up what rationing means. Then we will discuss the topic. Students will research rationed items during WWII. They will examine several photos pertaining to rationing such as ration books, the tire stockpiles, and government posters. Students will then write a paper describing what rationing was like during WWII and what they would've done to survive the times.
Redirect: /content/tire-wrap
Module Id: 1108
User Id: 1448
Submitted: Thursday, November 19, 2020 - 15:44
Title: Do you see what I see?
Grade Level: Middle
Short Answer:
It would be neat to have students research viewing devices from the 1850s to now. Students could create a PowerPoint of 5 to 8 devices with pictures and explanations of how each device works. If feasible, the students and I would go to the school library and explore some of the devices (if available). It would be fun for them to see devices that I used 25 years ago when I was their age like microfilm and microfiche. They could explore a view master, which can be found online. I could incorporate a VCR tape, DVD, and now they stream images on devices like I Pads.
Redirect: /content/stereoscope-wrap
Module Id: 1047
User Id: 1448
Submitted: Friday, November 20, 2020 - 09:35