Analyzing Objects

Porcelain

Musket Ball

Smallpox

Nail

Reaper

Shirtwaist

Transistor

Coffee

Record

Tire

Dishwasher

Dress

Stereograph

Stone

Mail

Shoe

Question 1:
Historical thinking is the process of reconstructing the past through the analysis of historical documents and objects. Historical thinking involves observation, sourcing, hypothesis, questioning, corroboration, sometimes hypothesis revision and conclusion.
Question 2:
Objects can be the means for inspiring an investigation which can vary in its relevance at the conclusion of an investigation. For example, Stonewall Jackson's arm can be the starting point to an investigation about the man and his hypochondria and quirks in battle which would then refined into Jackson's battle strategies. The arm could inspire an investigation into Jackson's death and the inadequacies of Civil War medicine.
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Question 1:
Question 2:
Objects can be used to inspire questioning. First, students can examine the object to describe it in terms of size, weight, shape, moveable parts, maybe quality relative to other similar objects, and possible use. Students then can form a hypothesis about the object. Students can test and revise their hypothesis as they start to describe how their object would be used.
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Question 1:
Historical thinking is the process of reconstructing the past through the analysis of historical documents and objects. Historical thinking involves observation, sourcing, contextualization, hypothesis, questioning, corroboration, sometimes hypothesis revision and conclusion. Historical thinking requires the investigation of multiple perspectives as one single perspective cannot provide a full investigation of the past. Both primary and secondary documents are valid vehicles to investigate the past as primary documents provide the immediacy of the time and secondary documents provide reflection and interpretation of the time.
Question 2:
Objects can be used to inspire questioning. First, students can examine the object to describe it in terms of size, weight, shape, moveable parts, maybe quality relative to other similar objects, and possible use. Students then can form a hypothesis about the object. Students can test and revise their hypothesis as they start to describe how their object would be used.
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Title: Analyzing Objects as a Vehicle Towards Historical Thinking
Grade Level: High
Short Answer:
I would present an object and have students make observations about the object. After that is exhausted, I would ask students for their hypothesis about the objects identity and use. would then "test" their hypothesis by describing how they would actively use the object. If students needed "clues" to get closer to the objects actual identity and use, I would provide those clues. I would then discuss the process of historical thinking using the handouts provided in this module. I would introduce steps in historical thinking in separate lessons as the entire process has too many steps for students to master in one lesson. I would establish mastery one or two steps first before moving on to the next steps.
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