Analyzing Objects
Porcelain
Musket Ball
Smallpox
Nail
Reaper
Shirtwaist
Transistor
Coffee
Record
Tire
Dishwasher
Dress
Stereograph
Stone
Shoe
Question 1:
I believe historical thinking is being able to critically analyze and apply real life historical documents, relics, etc. to previously or newly learned historical facts.
Question 2:
I think we can use objects to encourage historical thinking by getting people curious. Where did the object come from? How old is it? How was it used? It makes it more relatable and easier to understand the significance of maybe a different culture, or time era.
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Module Id: 689
User Id: 1451
Submitted: Monday, October 19, 2020 - 21:38
Question 1:
When looking at this photo, I am guessing it is around 1920. I see an automobile, and a woman, probably a "suffragette" dressed while marching.
Question 2:
This object would connect to broader themes in American history such as: women's suffrage, early 20th century, and women's rights (other than voting).
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Module Id: 1075
User Id: 1451
Submitted: Sunday, October 25, 2020 - 12:06
Question 1:
I noticed the CSA title first. Then, I noticed the "Free- Official Business" and lastly, I noticed the penmanship.
Question 2: This may connect to The Civil War, Reconstruction, Slavery in American history.
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Module Id: 1021
User Id: 1451
Submitted: Friday, November 6, 2020 - 14:48
Question 1: 1. This object looks like it might belong to a rich family.
Question 2: 2. This object might connect to the roaring 1920s theme in history.
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Module Id: 951
User Id: 1451
Submitted: Sunday, November 15, 2020 - 15:33
Question 1: 1. I notice that this object is blurry and looks like a scanned image.
Question 2: 2. This object may connect to fingerprinting or DNA?
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Module Id: 954
User Id: 1451
Submitted: Monday, November 23, 2020 - 21:11
Question 1:
This object looks like it is in outer space, or supposed to look like it's somewhere not on earth.
Question 2: This object may be related to space, possibly the 1960s era space exploration.
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Module Id: 1146
User Id: 1451
Submitted: Monday, November 30, 2020 - 13:17
Question 1: I notice this object looks like an old headstone in a graveyard.
Question 2: This probably relates to someone dying, either a solider or first settler.
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Module Id: 1039
User Id: 1451
Submitted: Sunday, December 6, 2020 - 18:43
Question 1: This object looks like a mid-century photo, a new electric dishwasher.
Question 2:
This object may connect to the new technologies and changing roles of women in Post WWII era.
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Module Id: 1093
User Id: 1451
Submitted: Monday, December 14, 2020 - 17:54
Question 1:
Question 2:
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Module Id: 952
User Id: 1451
Submitted: Thursday, March 18, 2021 - 17:26
Question 1:
Historical thinking is inquiring about a historical topic before learning in depth about it. It is applying historical facts to real, personable accounts.
Question 2:
After rethinking in the analyzing objects module, objects can help students understand a specific idea in relation to historical thinking. For example, the history class I teach to my sixth graders starts at Reconstruction and ends at current day. When we learn about labor saving devices, I think it would be very helpful to view some of the first washing machines, and have them try to guess what they are, before instructing the framework and reading about them.
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Module Id: 689
User Id: 1451
Submitted: Sunday, October 25, 2020 - 11:47
Question 1:
The dress connects to broader themes in 20th-century history such as women's suffrage and the feminist movement in general, and progressivism.
Question 2:
I think a biography on a famous suffragette (Anthony, Canton, etc) or a newspaper editorial/opinion piece of that time era would be beneficial to better understanding the women's movement in the 20th century.
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Module Id: 1075
User Id: 1451
Submitted: Monday, November 2, 2020 - 17:21
Question 1:
The mail connects to broader themes in 19th-century history such as: slavery and its legacy in America, and American Identity/Diversity.
Question 2:
The resources in this module enhanced my understanding of the tensions surrounding states rights in the years before the Civil War, by showing how the "United" States of America vastly disagreed over the issue of slavery.
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Module Id: 1021
User Id: 1451
Submitted: Friday, November 6, 2020 - 14:56
Question 1:
1. This porcelain cup and saucer connects to colonialism and British control in the late 18th century. The British influence of culture on the American colonists and how drinking tea was a normal part of their daily life. I was thinking of going forward in history, since the last module I completed took place in the 1920s.
Question 2:
Additional information that I would need to know before making an argument about the causes of the American Revolution that weren't in this module include: religious leaders point of view of different Christian denominations, specifically from a Catholic living in colonial times.
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Module Id: 951
User Id: 1451
Submitted: Sunday, November 15, 2020 - 15:45
Question 1:
1. Smallpox connects to broader themes in the 18th century such as: disease and dying of Natives from exposure of European settlers, colonialism and trade.
Question 2:
The benefits of using disease as a lens to understand history: the data and statistics. Clear numbers to understand the economy, trade, etc. of that time period.
The drawbacks of using a lens to understand history: Not seeing below the surface. Just looking at numbers and not the type of lives the people lived, missing out on their personal accounts.
The drawbacks of using a lens to understand history: Not seeing below the surface. Just looking at numbers and not the type of lives the people lived, missing out on their personal accounts.
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Module Id: 954
User Id: 1451
Submitted: Monday, November 23, 2020 - 21:42
Question 1:
The transistor connects to broader themes in 20th century American History such as the industrial revolution, mechanization, the Ford-assembly line, and all the new labor-saving devices in the early 1900s that were all part of a technological boom.
Question 2:
I would want my students to be able to answer when looking at patents like the one in the model: why would the new inventions be useful? How could you invent this? Do you think everyone had access to the new inventions when they were first released?
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Module Id: 1146
User Id: 1451
Submitted: Monday, November 30, 2020 - 14:48
Question 1:
The boundary stone connects to other themes in the 1800s such as: Mason/Dixon line: slavery: which states were free and which ones were not.
Question 2:
Students can explore how boundaries have changed over history such as: The Soviet Union, Germany after WWII, and specifically with this lesson, the US before/during/after the Civil War.
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Module Id: 1039
User Id: 1451
Submitted: Monday, December 7, 2020 - 21:51
Question 1:
The boundary stone connects to other themes in the 1800s such as: Mason/Dixon line: slavery: which states were free and which ones were not.
Question 2:
Students can explore how boundaries have changed over history such as: The Soviet Union, Germany after WWII, and specifically with this lesson, the US before/during/after the Civil War.
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Module Id: 1039
User Id: 1451
Submitted: Monday, December 7, 2020 - 21:56
Question 1:
The dishwasher connects to broader themes in 20th-century history, like the post-WWII era, Cold War period of economics.
Question 2:
The resources in this module enhanced my understanding of The Cold War, by viewing it from the Communist side. I had only ever viewed things from the democratic, capitalist viewpoint.
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Module Id: 1093
User Id: 1451
Submitted: Monday, December 14, 2020 - 18:03
Title: Early 1900 Inventions
Grade Level: Middle
Short Answer:
Technically, my sixth graders are part of an elementary school, but standards-wise, grades 6-8 are considered middle school in the state of Virginia. Our current unit (US4) is titled: "Post Civil War America". We have covered Reconstruction and Westward Expansion already (as well a geography unit- to better understand "where" we were expanding to-) This unit is divided horribly, as it begins with the Transcontinental Railroad, Impact on Native Americans, Jim Crow Laws, Immigration, Temperance & Suffrage Movement, and ends with Edison, Carnegie, Rockefeller, and Vanderbilt. I try my best to already engage them by using primary and secondary sources, but I am going to start introducing each lesson with them making a hypothesis. Maybe as simple as guessing what something is from (excerpt from the 19th amendment to the US Constitution) or a picture/video to have them guess what an invention is. I feel like I do not leave a lot up for students to question/wonder, which usually leads down a rabbit trail of discussion, but I'm hoping to start my classes this way.
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Module Id: 689
User Id: 1451
Submitted: Sunday, October 25, 2020 - 11:57
Title: Women's Movement
Grade Level: Middle
Short Answer:
My students are familiar with Susan B. Anthony before taking my class (USHistory II 1865-Present), but not with the 19th amendment, and why so many were opposed to the women's suffrage movement. I try to keep my students engaged by showing them actual photographs of the women in the early 1900s, as well as those in opposition to it. I think my sixth graders would like to read a personal account from both sides, such as a diary, autobiography, or newspaper interview.
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Module Id: 1075
User Id: 1451
Submitted: Monday, November 2, 2020 - 17:25
Title: Slavery and States Rights
Grade Level: Middle
Short Answer:
When students begin my class in 6th grade, we pick up in the year 1865 with Reconstruction and Westward Expansion. Due to school statewide closure in March due to Covid-19, I backed up and reviewed The Civil War (even though they also study it in 4th grade VA Studies), and they were fascinated with studying it. I would engage my sixth graders with the content and strategies presented in this module by having them look through the newspaper articles and photographs, and try to imagine what life was like then. From different perspectives, from a slave, a slave owner in the south freed slave in the North, and a non-slave owner in North.
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Module Id: 1021
User Id: 1451
Submitted: Friday, November 6, 2020 - 15:00
Title: Boycotting Luxury Items
Grade Level: Elementary
Short Answer:
I would try to engage fifth graders with the content in this module by trying to make them think of luxury goods they want or already enjoy today. We would talk about where the goods are sourced from, and how people could boycott or have issues with the product or company.
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Module Id: 951
User Id: 1451
Submitted: Sunday, November 15, 2020 - 15:49
Title: Disease & Indigenous Peoples
Grade Level: Elementary
Short Answer:
My students are well versed in 4th grade VA studies, and the impact on the American Indians (Native Americans). My students have a large unit on Indians in 6th grade US history 1865-present, and it focuses a lot on the impact to indigenous peoples. I would engage them more with the content and strategies in this module by connecting it to the current pandemic we are experiencing in America. Most of us have not experiencing such a thing on such a personal level, and I think it would help them understand the importance of a vaccine.
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Module Id: 954
User Id: 1451
Submitted: Monday, November 23, 2020 - 21:49
Title: 20th Century Technological Inventions & Electrification
Grade Level: Middle
Short Answer:
I just began my 20th Century America with my 6th-grade class (US history 1865-present), and we have been talking about Thomas Edison, Alexander Graham Bell, The Wright Brothers, and Henry Ford. I would want to engage my students further in this content by using the strategies portrayed in this module. I would want them to see pictures of the first computer, transistor, and how technology has changed in the business world (specifically; silicon valley example), and have them brainstorm and think of ways that in the next 100 years, how vastly different it will be.
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Module Id: 1146
User Id: 1451
Submitted: Monday, November 30, 2020 - 14:55
Title: Dividing Stones
Grade Level: Elementary
Short Answer:
Students in 6th grade could easily make a model of land with using manipulatives as a divider, to show a division they study: (starting with The Civil War, up to the Cold War and the division of the East/West Berlin in Germany, and the USSR. I think the biggest take away would to be separate the room by drawing number cards, 1/2, and showing them how the split fills just because of the number you drew. Just like slaves couldn't help being born with their skin color. We always read Dr. Seuss' book: "The Sneetches" where some have stars and some do not, and it relates so well to the areas of land and how division feels.
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Module Id: 1039
User Id: 1451
Submitted: Monday, December 7, 2020 - 22:10
Title: Post WWII Consumer Goods
Grade Level: Elementary
Short Answer:
My favorite unit of study with my 6th graders in US-History II is World War II. I would engage them further into the Post WWII era (Cold War) by showing them how vastly the economies differed, as well as showing them some of the consumer goods America was making. I would have them think about how much longer chores would have taken to complete. They love studying about "Rosie the Riveter", and I would have them realize that since house hold tasks were now simpler and shorter, most women left to work in the factories outside of the home.
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Module Id: 1093
User Id: 1451
Submitted: Monday, December 14, 2020 - 18:16