Analyzing Objects
Porcelain
Musket Ball
Smallpox
Nail
Reaper
Shirtwaist
Transistor
Coffee
Record
Tire
Dishwasher
Dress
Stereograph
Stone
Shoe
Question 1:
Historical thinking is looking at a situation or object with all aspects. Where was the object found? Why was it there? Who used it? What was it used for? When was it used?
Question 2:
Objects can tell the when, where, why, who, and what about history and the past. For example, pottery tells us who the people were, what materials were available to make it, what was contained within it so that shared what the people ate. Objects can give an insight into the past.
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Module Id: 689
User Id: 1478
Submitted: Thursday, October 22, 2020 - 18:52
Question 1:
What I notice about this object are the intricate details. The use of the brilliant colors and gold to the distinctness of the hand painted embellishments.
Question 2:
This object could be a connection to the materials and monies that were available to the people of early America. The designs and materials available tell a lot about a culture.
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Module Id: 951
User Id: 1478
Submitted: Saturday, October 31, 2020 - 14:17
Question 1:
What I notice about this object is the location of it. I also notice the design of it exterior and interior. I am also making a connection to the more modern ones and how different they are today. I am also brought to curiosity about how well it works.
Question 2:
The dishwasher could speak of a status of a family. The once single sink or dishpan washing sink has been modernized with the invention of many things: electricity, running water in the house, and the ability to have more freedom to complete other things. A more modern woman would be freed from the chore of dishwashing to be allowed to have time to do more tasks or have more time for her family. The dishwasher would share that families have changed, the income has changed, the dynamics of America have come aboard the modern area.
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Module Id: 1093
User Id: 1478
Submitted: Saturday, October 31, 2020 - 14:47
Question 1:
I notice the rust on this object. I also notice the label and how it looks printed on instead of a paper wrapping.
Question 2:
This object could tell of times when people were dependent on this product or how they came about acquiring this product.
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Module Id: 1147
User Id: 1478
Submitted: Wednesday, November 4, 2020 - 14:28
Question 1:
What I notice about these objects are the amount of tires that I see. I also notice the size of the tires and the tread pattern.
Question 2:
The tires could share how America became more revolutionized and modernized with the assembly line and the movement of people from one place to another more often.
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Module Id: 1108
User Id: 1478
Submitted: Wednesday, November 4, 2020 - 15:09
Question 1:
The objects in the picture look like pieces of a circuit. They contain wire attachments and look to have some sort of housing around the components.
Question 2:
If these items are connected to electrical circuits, then they would represent to the change of electrical things from simple to more complex. How more jobs were created with the invention and expansion of electrical items.
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Module Id: 1146
User Id: 1478
Submitted: Wednesday, November 11, 2020 - 15:12
Question 1:
The picture shows the use of magnified lenses to look at a disease that ravished the people in history.
Question 2:
The showing of smallpox on a slide could show that people were not immune to everything and that vaccines had to be produced to save lives and save the spread.
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Module Id: 954
User Id: 1478
Submitted: Wednesday, November 11, 2020 - 15:41
Question 1:
I notice that this object is round and porous. I also notice that it is small like a coin.
Question 2:
Depending on what the object really is, it could tell us a lot about history. From where people traveled to and from. It could also share the materials that could be located in one place or another. This could even be a musket ball which could hold a rich history of war. I would need a closer inspection and perform some tests to truly identify what it is.
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Module Id: 955
User Id: 1478
Submitted: Wednesday, November 18, 2020 - 15:54
Question 1:
I notice that this object looks like the center of an old record. The object contains a picture of a Victrola with the dog listening to it. There are many labels that tell where it was made and some small information about it.
Question 2:
This object could tell of simpler times and how Americans used this to connect to the outside world of music.
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Module Id: 1128
User Id: 1478
Submitted: Wednesday, November 18, 2020 - 16:30
Question 1:
What I notice about these objects are they look like nails. They could be nails that held a coffin closed. Or they could be cribbing nails. They tell of the materials that were available to the people. Some look man made.
Question 2:
These nails could connect to the broader theme of American History as they could share the industrialization of America or how they held together important items or they were used and sold to support families during a hard time.
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Module Id: 953
User Id: 1478
Submitted: Tuesday, December 1, 2020 - 06:18
Question 1:
What I notice about this object is how it is made with the use of cogs. It looks something like a coulter. It also looks like something that is pulled behind something. Maybe it used to sand or plane flooring.
Question 2:
This complex object can share how American history changed over the course of years through the inventions people made to make life better and simpler.
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Module Id: 952
User Id: 1478
Submitted: Tuesday, December 1, 2020 - 06:56
Question 1:
What I notice about this object is the simplicity of it. It was made for someone with a very small waist.
Question 2:
This object could share the inside story of the hardships of the women who went to work while their husbands went off to war.
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Module Id: 950
User Id: 1478
Submitted: Tuesday, December 8, 2020 - 11:28
Question 1:
This pair of worn out shoes show that they were handmaid. They probably were worn to walk to work since transportation was at a minimal. They are a representation of hard times and a strong work ethic during the hard times.
Question 2:
These shoes could connect to the broader theme of America by showing that the mode of transportation was bipedal versus automobile. These shoes show the growth of the economy as shoes are not made this way anymore except for the use of shoestrings. I don't see any eyelets and they are probably made of leather that was tanned from a cow.
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Module Id: 1002
User Id: 1478
Submitted: Wednesday, December 9, 2020 - 07:46
Question 1:
What I notice about this object is the handwriting on the postcard. I also notice the faded coloring and the faded date stamp.
Question 2:
This postcard could connect to the broader theme of America because it could tell of a story of a couple or family members who were separated because of war. This is how people communicated and the heartfelt separations were connected by the deliverance of the mail from one place to another.
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Module Id: 1021
User Id: 1478
Submitted: Thursday, December 10, 2020 - 11:55
Question 1:
The antique picture viewer is made from the wood, metal, and magnifying glasses. This viewer was made to look at the pictures better.
Question 2:
This object could tell of a time when bi oculars were common. This is how the world viewed pictures from the earlier times. This could tell of a way that people shared and or passed time as they reminisced about the past.
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Module Id: 1047
User Id: 1478
Submitted: Thursday, December 10, 2020 - 14:39
Question 1: What a notice about this dress is white. The sleeves are 3/4 sleeves.
Question 2:
The lady wearing the dress could be campaigning for women's rights. She could be a representative of a peace maker for women's equality. The white dress may be worn to represent something like the pureness of women's rights.
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Module Id: 1075
User Id: 1478
Submitted: Friday, December 11, 2020 - 11:38
Question 1:
This object is stone in structure. It appears to have some carving on it. The shape is close to that of a headstone or a land marker.
Question 2:
The object connects to the broader them in American History through being a symbol of things lost and found. It also looks at all the people who are connected to it.
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Module Id: 1039
User Id: 1478
Submitted: Saturday, December 12, 2020 - 18:52
Question 1:
Historical Thinking is the use of multiple accounts and perspectives, analysis of primary sources and secondary sources, sourcing, understanding historical context, and the claim of evidence.
Question 2:
The objects can encourage historical thinking by being a primary source. The primary source was created at the time of the period or era that is being studied. The objects share much information about the people who created it.
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Module Id: 689
User Id: 1478
Submitted: Thursday, October 22, 2020 - 19:41
Question 1:
The porcelain connects the 18th century to today by the story telling of the hardships from England to America, freedom from a king, and a lot of Acts that were placed on the people. The realization that families were far away when the people only visited their families every few years to the taxes that were placed on them. The taxes were continuously being added. The Sugar Act, the Stamp Act, so on down the line. The taxes were an attempt to make it harder on the people who were searching for freedom. The porcelain could represent a distance between being a family in England to being free in America and the disruptions in between.
Question 2:
Additional information that I would want to know more about would be what did they eat, how did they feel, what were their beliefs and why did they believe what they did?
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Module Id: 951
User Id: 1478
Submitted: Saturday, October 31, 2020 - 14:33
Question 1:
This dishwasher speaks to the evolution of life and the revolution of the way the world changed. World Wars effected life differently. The role of the woman went from being in the kitchen to working on an assembly line because the men were at war. The time available in the kitchen had to be cut short. War caused changes and exchanges between countries like America and Germany and Russia. Life has been forever changed by the wars.
Question 2:
My understanding of the Cold War have changed greatly after learning more about the wars and the fight to make lifestyles and utilize electricity to modify lifestyles. Also the move of people fighting for more than just freedoms. There was also competitions to advance themselves. This was evident in the video with Nixon in it.
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Module Id: 1093
User Id: 1478
Submitted: Saturday, October 31, 2020 - 17:04
Question 1:
The instant coffee was a substitute for the real coffee. It really took off when it was sent to the soldiers in the war. This made way for other instant foods and made packing and sending meals to soldiers in other countries possible. This allowed the soldiers to prepare food while in the fields. This was a birth of dehydrated and mechanization of foods. The house wife no longer had to slave over a hot stove or long periods of time in the kitchen cooking. The instant foods made her job easier and quicker. While the taste was not the exact as homemade, the trend slowly caught on.
Question 2:
Women's roles changed from being the lady in the kitchen, cooking, and cleaning and doing laundry. The whole ideology of a housewife changed with the invention of instant foods. The woman could offer her time to other things in her life and or family. The advertising shares that the woman's role was in the kitchen. When the speed up instant foods, the advertisements should have showed men and children along with the women completing the task of cooking. The stereotype of the woman only in the kitchen may have turned some people away from the product.
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Module Id: 1147
User Id: 1478
Submitted: Wednesday, November 4, 2020 - 14:55
Question 1:
The tires share of a time when America was at war. People sacrificed things to make life happen. The shortage of rubber and other precious commodities changed the way that people lived. Rationing tickets were dispersed so people were forced to pay the high price of legal things versus black market deals. Life was about everyone working together doing their part to make the war efforts possible.
Question 2:
Why would people want to ration their foods?
Where did people shop and why?
Were people able to help one another?
How did people survive and manage their rations to make it through?
Where did people shop and why?
Were people able to help one another?
How did people survive and manage their rations to make it through?
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Module Id: 1108
User Id: 1478
Submitted: Wednesday, November 4, 2020 - 15:21
Question 1:
From transistors to computer chips, the change through time has developed changes throughout all time. The tube in electricity to repeaters to the expansion of the telephone all the way to modern day computer chips. The original Edison tube was modified when a diode was added. Radios could be big or small with the use of tubes then the transition to transistors.
Question 2:
Why would such small objects hold big importance? How does the development and modernizing of transistors change the way that we live? Where would you find some of these transistors? When did the change and development into more modern ways?
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Module Id: 1146
User Id: 1478
Submitted: Wednesday, November 11, 2020 - 15:31
Question 1:
Smallpox was something that was not understood. It was spread in various ways. Some people were carriers and didn't know it. That could have meant they were immune to the disease too. Smallpox stopped important meetings because of large outbreaks. George Washington had to make a decision to inoculate his soldiers or not. This was a decision that could have altered the outcome of the war. Also, with the discovery of a lesser contagious strand of smallpox, the cowpox, an immunity to the smallpox could be given by sharing the weaker cowpox to allow the person to have it and then be immune to the smallpox.
Question 2:
Some diseases have been around longer than others. As physicians and scientists study more and more about them, we can benefit from what works and what could cause the disease and how the disease effects the body. Diseases have created a deeper study into how to contain diseases, what aggravates the disease, and learning more about the disease in general so comparisons could be made when or if a new similar disease arrives. The pauses that diseases created in history can also be looked at and analyzed too. What did people do? How did people react? What were the spreaders? So on and on. Diseases and how they impact people can always be studied to help prepare for more outbreaks.
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Module Id: 954
User Id: 1478
Submitted: Wednesday, November 18, 2020 - 06:56
Question 1:
The musket ball connects tot he broader themes in 18th century history for several reasons. One is the use of the musket ball in the battle fields by he civilian made military man. Also how the musket balls were made around campfires and available to be reused by remelting the lead contents. The relic shares that people used what they had and where they had it to make it work during wars times. The musket stood for Americans who wanted peace in their unorganized military line ups too.
Question 2:
Another Primary source that could help us understand how people in the late 18th century viewed armies and soldiers would be the fliers that were created to share the stances and tactics.
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Module Id: 955
User Id: 1478
Submitted: Wednesday, November 18, 2020 - 16:17
Question 1:
Wow!! This song connects to a much broader theme in 20th century America than just the invention of a record player. The song speaks of the hardships of immigration of people from Italians to Asians to other Europeans. The hardships of taking on a job that may nor may not have been fit for child laborers to women who were paid less than men because they were considered temporary employees. The battle of ruralization to urbanization with the addition of immigrants took place at at place called Ellis Island where some families were split because of a person not being able to pass the test.
Question 2:
Some other sources that may be used to better understand the history of immigration in the United States could be diaries, newspaper articles, and lists from boats.
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Module Id: 1128
User Id: 1478
Submitted: Wednesday, November 18, 2020 - 16:52
Question 1:
The mass produced nail shares how the people of America have changed and how the industries have mechanized over the years. Also the mass production of nails shares how the way the people built there houses changed. The old drafty log cabin with no nails to the more urban balloon-frame houses that had a lot of nails in them. Not only do we see an industry that was built from hand-made to mass production, we see that change in America lifestyle from simple to more luxurious.
Question 2:
The nail and westward expansion make me think of the railroad. The key to westward expansion was the railroad. Nails were used in the building of them. As well as the houses and towns that popped up around them. The railroad then could be compared to our interstates today. Industries and businesses want to be near where they can get the most people to visit and hopefully buy. Quick access to things of convenience is what the nail represents. Life changed. The way the nail was designed changed. We changed as Americans only to continually better ourselves.
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Module Id: 953
User Id: 1478
Submitted: Tuesday, December 1, 2020 - 06:44
Question 1:
The reaper could represent the beginning of change in America. The Americans went from hand working the fields in which they owned to using animal power to lighten the load for them allowing for expansion of land. This in turn allowed for more crops to be grown. The roads between places was dirt and became muddy when rained making transportation of goods possible for only people close by. With the invention of such equipment, the expansion of land, and the growth of more crops people were able to market their goods. This led to improvement of roads and cut on cost of shipment by both time and money.
Question 2:
The canals that were used to transport goods in large quantities was a plus in early America. This was an advantage for the goods for several reasons: 1. More goods could be moved. 2. Goods could be moved farther and supply more people therefore making more profit. 3. People relied on what was being sent to them. These developing changes enhancing the once rural very dependent on the land people to more urban people who depended on the supply of goods from others.
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Module Id: 952
User Id: 1478
Submitted: Tuesday, December 1, 2020 - 07:25
Question 1:
The shirt relates to a broader theme of the 20th Century through many things. The labor force of women who wore tight waisted dresses to shirtwaist. The movement of economics through the industrialization of the times from small sweatshops to bigger factories. Also the regulation of how the fire prevention was managed in larger buildings. This shirtwaist also tells of the women's movement when they were forced to work 84 hours a week with little pay. The formed a strike to change things like fewer hours and more pay.
Question 2:
Other questions that I might have from reading this articles and learning more about the shirtwaist would be bringing about of minimum wage. Was this movement the cause to set up for minimum wage? Were women given the same rights as men and when?
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Module Id: 950
User Id: 1478
Submitted: Tuesday, December 8, 2020 - 11:45
Question 1:
These pair of shoes connect to the broader theme of history by the mass production of the shoes for the soldiers that were willing to fight in a war that would change America. Some people held onto the shoes as reminders of the hard times of war. The demands of the war allowed for mass production of the shows which in turn moved for developments in industry. The government became involved in purchasing the shoes and other items needed for the war effort making it harder for the civilians to purchase.
Question 2:
Newspaper articles would also share how people felt during the times of war. Ads that were posted in shops would also share the need to push and item or an advertisement of something that was popular. The sales books for the companies that were producing the boots and or other items that the government wanted. It would show that people were buying and that stopped and the government took over. T
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Module Id: 1002
User Id: 1478
Submitted: Wednesday, December 9, 2020 - 08:01
Question 1:
Mail connects to the broader them of America in the 19th century history through being part of the crossroads of American gov't. This dealt with slavery and race. The thought that human rights were for the select for human liberty to equality and inalienable rights. There was a desire to break free and the mail system that was established as a Post Office was the central to the community. The Post Office became the contact place and the arena against slavery. In 1835 the Post Office was reorganized by the new role of slavery.
Question 2:
I will never look at an old piece of mail the same. This is proof that there is more than meets the eyes. The Civil War engaged many more areas that I could have ever imagined.
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Module Id: 1021
User Id: 1478
Submitted: Thursday, December 10, 2020 - 12:39
Question 1:
The Stereoscope connected to the broader theme in the 19th century American History through several avenues. The stereoscope had a 3-D effect when intrigued people. This was a build deal in early America and could be found in home libraries as well as public libraries. It made a difference in American social, cultural, and political history. This device benefited technology, business, education, libraries, politics, philanthropy, and leisure activities. These were used for marketing strategies to help sell certain items. The movement continued when Sir Charles Whitstone invented a stereoscope in the 1830s. This allowed men and women of the lower and middle classes to be able to see the world. Education was effected by the invention with the Underwood and Underwood stereoscope. There was financial gain and even jobs for college students to make money. This also showed various events that took place like when President Roosevelt gave a speech at the Providence City Hall on August 23, 1902.
Question 2:
Students were not able to look at geography and topography from a whole new view. They would now have a real insight on what certain places looked like. Depending on the educational field the student was pursuing there could also be a benefit in land surveying. This would help generate maps with specific visible landmarks too. The expansion of education through the eyes of the looking glasses on the stereoscope were endless.
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Module Id: 1047
User Id: 1478
Submitted: Thursday, December 10, 2020 - 15:05
Question 1:
This dress connects to the broader theme of American 20th Century history. This dress speaks of women who demanded voting rights, the use of birth control, and elimination of prostitution. The dress is white to show the simplicity and severity of their cause. The women created, designed, and distributed magazines and newspapers to share the Woman Suffrage Alliance. Suffrage was considered by some people the attack on the family and motherhood. By the late 1910's women more persistently demanded their rights. They even stood around the White House. They began to wear trousers and play outdoor sports. On August 24, 1920 Woodrow Wilson and Congress ratified the Amendment that gave the women the right to vote.
Question 2:
I would want to look at diaries that were written by the women. I would also like to see the advertisements of the successful business women.
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Module Id: 1075
User Id: 1478
Submitted: Friday, December 11, 2020 - 12:02
Question 1:
The boundary stone connects to the broader them of America in the 19th century by being a cornerstone for the Nation's Capital. President George Washington played a significant role in the selection and location of the federal district that fell under the guidelines of the Residence Act of 1790. The location was a strategic location that would benefit by the people who were available to build it, the slaves, and the economic growth that would happen. The boundary stones were placed to share the appropriate places for certain things that would either be built or a roadway. L'Enfant envisioned a large national mall that would connect the two buildings in the capital. With the use of slavery the streets and buildings were made with little to know cost to the builders. These plans that included local labor which came from slaves from both Maryland and Virginia to build. They were cheap labor. After some time the slaves needed their freedom too. The Civil War broke out and President Abraham Lincoln fought to free the slaves. When the south started expanding, the cheap slave labor was taken up for the cotton and tobacco fields.
Question 2:
Boundaries have been changed to benefit people's beliefs and opinions. For example, Southwest Virginia wanted to join in with West Virginia since Southwest Virginia was not noticed or their votes didn't seem to count when only five major counties in eastern Virginia got the political say so for the entire state. Students could explore boundaries by looking at a variety of maps and how they have changed from older maps to modern maps. Then they could discover why the changes occurred. What was the reason for the change?
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Module Id: 1039
User Id: 1478
Submitted: Saturday, December 12, 2020 - 19:33
Title: Looking at Raw Evidence as a Primary Source
Grade Level: Elementary
Short Answer:
I would share the artifact or raw evidence as a primary source. I would display the object and ask the students to look at it, feel it, pick it up, and make a conclusion about what they think that it is and what it was used for. I would allow the students to generate a series of questions and compile them selecting questions that should be asked. Then I would share where the object was found and see if that gives them more insight on the object. I would allow the students to generate their own hypothesis, then share with them what it is and what the purpose of the object was for and who made it and why they made it. I would ask the students to compare their thinking to what it really is.
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Module Id: 689
User Id: 1478
Submitted: Thursday, October 22, 2020 - 19:48
Title: Porcelain that tells time
Grade Level: Elementary
Short Answer:
I would introduce the word inference to the students. Then I would share the picture of the porcelain. I would allow the students to question the picture and the purpose. Then I would share the reason in an intense lesson about the background of the porcelain. Then I would ask the students to check their thinking in a debate called: Porcelain that tells time. To farther extend the lesson, the students could do some research on other artifacts that hold a lot of information about history.
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Module Id: 951
User Id: 1478
Submitted: Saturday, October 31, 2020 - 14:38
Title: Wash the Dishes
Grade Level: Elementary
Short Answer:
Who has time for the dishes in the modern era? I have learned to make time. This lesson would be set up as a debate between the students to argue why is was important to own a dishwasher. They would have to understand the era, the money, the wars, the whos, the whys and the hows before going into the debate. Their questions would have to be appropriate and show of knowledge. They would also have to be prepared for a rebuttal. This would be a Q and A.
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Module Id: 1093
User Id: 1478
Submitted: Saturday, October 31, 2020 - 17:09
Title: Come Over for a cup of Coffee
Grade Level: Elementary
Short Answer:
I would ask the students to create an advertisement for the instant coffee or which ever instant food that they chose. The advertisement has to be appealing to the consumer. In order to understand what the consumer needs or wants, a survey would be created and given for the students to complete with one another or a set group of people. That data collection would then be used to create an advertisement for the product.
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Module Id: 1147
User Id: 1478
Submitted: Wednesday, November 4, 2020 - 14:58
Title: Sacrifice to Survive
Grade Level: Elementary
Short Answer:
I would ask the students to think about what they could do without. Then I would ask what is that they could not do without related to shelter, food, water, and necessary items. Then ask them how they would act through acts of survival and schedules and sacrifice to make life possible. The students would then be asked to write a journal entry about their feelings and why what they were doing was important.
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Module Id: 1108
User Id: 1478
Submitted: Wednesday, November 4, 2020 - 15:25
Title: Timeline of Change
Grade Level: Elementary
Short Answer:
I would ask the students to identify the times and dates of when the changes occurred. Then I would have them create a timeline visual with the modernizations and when. The students would also be asked to find pictures that went with the items as the changed. I would also ask them to write a journal entry in how they thing the changes helped and what was happening at the time of the invention.
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Module Id: 1146
User Id: 1478
Submitted: Wednesday, November 11, 2020 - 15:35
Title: Study a Disease
Grade Level: Elementary
Short Answer:
Show pictures of a disease and ask students to generate questions about it. From those questions, I would ask students to partner up and find answers or create answers through research.
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Module Id: 954
User Id: 1478
Submitted: Wednesday, November 18, 2020 - 06:58
Title: Powder then Musket Ball
Grade Level: Elementary
Short Answer:
I would have the students look at primary sources from the era in which we are referring to. Then I would have them create a flier or write an article talking about it allowing them to use their opinions.
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Module Id: 955
User Id: 1478
Submitted: Wednesday, November 18, 2020 - 16:19
Title: Thinking Differently About History
Grade Level: Elementary
Short Answer:
History is not always as it is written in textbooks. With the use of primary sources and other documents that hold accuracy, I would allow students to arrive at their own decisions about what happened and why it happened. This could be done through a series of question and answers.
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Module Id: 1128
User Id: 1478
Submitted: Wednesday, November 18, 2020 - 16:56
Title: Nails Anyone?
Grade Level: Elementary
Short Answer:
This lesson would be a series of articles that the students would look over and discuss. Then put them into chronological order creating a timeline of the Nails. This could be done individually or this could be done with a small group or it could be done as a whole group activity. I would design a rubric for the lesson that would help the students know what to do and how to do it. I would ask them to either find pictures or draw pictures indicating the time in which they are referring to.
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Module Id: 953
User Id: 1478
Submitted: Tuesday, December 1, 2020 - 06:49
Title: To Reap or Not to Reap
Grade Level: Elementary
Short Answer:
I would use the Cause and Effect and Effect learning to help enhance the learning about the mechanization of important agricultural tools. The movement made a difference in so many people's lives that it is noteworthy to discover who and why the cause and effect of such devices and or tools created for the American People. If it were not for the people who were willing to engineer things to make life easier we would be stuck doing things as they were done by hand.
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Module Id: 952
User Id: 1478
Submitted: Tuesday, December 1, 2020 - 07:29
Title: Shirtwaist is more than a fashion statement
Grade Level: Elementary
Short Answer:
With the lesson I would engage the students by looking and reading about a series of photos and the articles from them. I would open them up to discussing motives and changes that were caused by what they see and read. I would complete an open discussion that is teacher led by the questions presented.
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Module Id: 950
User Id: 1478
Submitted: Tuesday, December 8, 2020 - 11:47
Title: Boots for Sale
Grade Level: Elementary
Short Answer:
I would bring in pictures of boots. One picture would be from the Civil War era and the other a more modern pair. I would ask the students to make inferences about what they see and what they think. Then I would ask them to create a flyer to see which boot/shoe would be more successful to sell.
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Module Id: 1002
User Id: 1478
Submitted: Wednesday, December 9, 2020 - 08:03
Title: Mail the Letter
Grade Level: Elementary
Short Answer:
I would have the students write a letter as if they were in the era during the Civil War. They would have to study knowledge about it. I would then ask the students to write the Play based on the information provided. The students would get a rubric.
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Module Id: 1021
User Id: 1478
Submitted: Thursday, December 10, 2020 - 12:41
Title: To See or Not to See
Grade Level: Elementary
Short Answer:
Have students look at a variety of regular pictures on their screens or projected. These pictures could be modern pictures. Then slowly integrate the older pictures. As they look at them they are going to notice that the newer ones are single photos and easy to see while the older ones have two of the same slides and are not as clear. I would then as the students to infer what they think about the change and why. I would probe with certain questions to help them arrive at the answer. Is what you see really what you see?
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Module Id: 1047
User Id: 1478
Submitted: Thursday, December 10, 2020 - 15:10
Title: White Dress
Grade Level: Elementary
Short Answer:
I would have the students to create an advertisement for a specific white dress. I would have them also share the information that they learned about the history behind the dress in a speech like format. A rubric would be given to help the students know what the requirements are for the speech.
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Module Id: 1075
User Id: 1478
Submitted: Friday, December 11, 2020 - 12:05
Title: Search for the Boundary
Grade Level: Elementary
Short Answer:
The students would look at aerial views of certain locations with known markers. The students would generate a hypothesis as to why the markers are at the location that they are. With the use of modern technology, such as LIDAR, the students would have access to the natural ground underneath the trees and be able to see things that the naked eye could not see or a aerial photo would not capture. The idea of using technology to bring history to life would be amazing for the students to see. This would allow them to see into the past through the modern technology. The pictures taken could them be analyzed with the boundary markers as the students could learn about what they represent. Whether the markers are for the support pylons under a barn or markers for a field. I would also share there are places where people used stones to create fences that created boundaries. The students would have to be shown and told about the various uses of the stone boundaries.
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Module Id: 1039
User Id: 1478
Submitted: Saturday, December 12, 2020 - 19:41