Analyzing Objects

Porcelain

Musket Ball

Smallpox

Nail

Reaper

Shirtwaist

Transistor

Coffee

Record

Tire

Dishwasher

Dress

Stereograph

Stone

Mail

Shoe

Question 1:
1. Thinking about things from a past-like perspective. Thinking about things from a different time period.
Question 2:
2. You can use objects to let students see what things looked like in the past and what they could have been used for.
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Module Id: 689
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Question 1:
1. I noticed that these nails (appear to be nails) are varying in sizes of length.
Question 2:
2. It connects to history because there are so many varying topics and events in history as well.
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Question 1: 1. I notice that is is a cylinder, it is an old coffee can.
Question 2: 2. It may discuss how coffee began being sold in the U.S.
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Question 1:
I notice an old pair of shoes...looks like they could have been a soldier's that they wore during battle.
Question 2:
This may tell me about the history of how shoes were made, or could tell me about a specific time period or the person(s) who wore these shoes.
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Question 1:
1. The attire is white, long and appears to be thick. The woman also looks like she has or had some sort of sash on that has some sort of slogan written on it.
Question 2:
2. The attire may tell us about what the slogan was on the sash and tell us about what events were occurring during this time.
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Question 1: 1. I notice a very elegant, adorned tea cup and saucer.
Question 2:
2. It may tell us about the lives of the upper class during a specific historical time.
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Question 1:
1. I notice that this object has two lenses and what appears to be a handle. It is made of wood and metal and it has a photograph attached to it of how it was probably used.
Question 2:
2. I believe that it is the beginning of the eye exam given by eye doctors when you visit them for eye examinations.
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Question 1: 1. The object appears to be a dishwasher.
Question 2:
2. This object changed things for people, esp. women. It allowed them more freedom to complete other tasks. This made life easier for them, but was probably rather expensive when they first came out on the market.
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Question 1:
1. Historical thinking is analyzing historical objects and asking questions about what it is and what it could have been used for.
Question 2:
2. You can use objects to encourage historical thinking by having students examine them. You can even have Mystery objects and have students closly observe them and think of their size, shape and texture. Look at how the object is made and then have them hypothesize on what the object is and how it could have been used.
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Question 1:
1. The mass produced nail connects to broader themes in history because at first, the nail was extremely scarce. It was hard to get to and not produced often. This follows history. Things may first be scarce, but as the popularity and need grow, they become produced more and the scarcity diminishes. Just like the first vehicle and railroad. Upon creation, they're aren't many of them, but as the population develops the need of such things, the demand increases.
Question 2:
2. The history of the nail correlates with that of the automobile, the home ( and all of its changes throughout the years), weapons, ways of travel and schools. Schools began as one room, but have developed into huge establishments.
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Question 1:
1. Instant coffee was the sedgeway to other instant foods being introduced, such as cakes and ready made meals which were beneficial for soldiers during that time period.
Question 2:
2. The limitations were that women were understood to be the home makers during that time period. Men were the breadwinners and brought home the income while women were expected to COOK and keep the household up and raise the children. Using instant products made women appear lazy or single and alone. This made it difficult for advertising to take place because they had to come up with a way to ease out of that negative stereotype.
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Question 1:
1. It connects to broader themes because it tells a story of Civil War and how men were drafted. It also tells the story of how high the demand for shoes was and how quickly they were produced due to the needs of the soldiers.
Question 2:
2. I am thinking you could use some documents from that time period as well as some of the articles of clothing or products that were produced.
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Question 1:
1. The dress connects to broader themes in history because it is a symbol for the 19th amendment. Women abandoned gender roles and fought for equal rights such as voting rights.
Question 2:
2. Some of the documents and photographs... maybe even some of the actual attire.
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Question 1:
1. The dress connects to broader themes in history because it is a symbol for the 19th amendment. Women abandoned gender roles and fought for equal rights such as voting rights.
Question 2:
2. Some of the documents and photographs... maybe even some of the actual attire.
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Question 1:
1. Shows how the wealthy lived-what they would use to entertain guests in their home and how taxes may have affected those who were not in a wealthy bracket.
Question 2:
2. What imports could be taxed versus those that weren't taxed and how quickly they arrived to the states that received them.
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Question 1:
1. The stereoscope provided ways for people to view specific places under a 3-d format. It allowed some that couldn't afford to travel the benefit of seeing landmarks and specific places in a new and exciting way.
Question 2:
2. Students could look at photographs, videos and artifacts of specific obejcts and guess what they were and then you could look at them and compare them to the same item and what it looks like today.
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Question 1:
1. The diswasher correlates with WWI and expansion. The dishwasher provided ways for the middle class to improve their way of life.
Question 2:
2.Explained the border/territory issue as well as explained why women went into the workforce. It also explains how women's roles in the home were affected by going back to the workforce and the introduction of the dishwasher.
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Title: Teacher
Grade Level: Elementary
Short Answer:
You could show them artifacts from the past and not tell them what it is. Have them make observations, or even touch the object. Have them take a guess at what they think the artifact could have been used for and explain their logic behind it.
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Title: Teacher
Grade Level: Elementary
Short Answer:
You could show students examples of resources from the past and compare them with a Venn diagram to show how the resources are the same and different.
You could also have them do some sort of advertisement to appeal to the audience who would have a need for the particular resource.
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Module Id: 953
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Title: Teacher
Grade Level: Elementary
Short Answer:
You could show students examples of the old food product containers or the older posters. Have them predict what those were. Then you could have them compare them to today's food industry and have them converse about how they are different from the past and then lead into a discussion of how the products came about and how they were used in the past.
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Title: If the shoe fits
Grade Level: Elementary
Short Answer:
You could engage students by showing them an image of the shoes and have them predict who they belong to and then tell them it was a soldier's during war. They could pretend to be a soldier and write a story, letter or diary entry about their experiences as a soldier in those shoes.
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Title: Women's sufferage
Grade Level: Elementary
Short Answer:
I teach Elementary school. I would give students a paper doll and invite them to create a new attire for women that is NOT the typical clothing. One that embraces what women were trying to achieve in that period...women's suffrage.
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Title: Tea'd off
Grade Level: Elementary
Short Answer:
In elementary school, you could show them examples of how tax works. You could show them old receipts or copies of receipts that show that you paid taxes on items that you purchase.
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Title: Moving on Up
Grade Level: Elementary
Short Answer:
Students could look at images, videos and maybe even some physical artifacts of specific items. You could have them look at the artifact and guess what it is first. Then compare the older version with today's version. You could also use a Venn diagram to compare the two artifacts to show what their commonalities and differences are.
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Title: Squeaky Clean
Grade Level: Elementary
Short Answer:
Students in Elementary school could make posters to advertise the dishwasher and include in that advertisement, the pros and cons of having one. This can tie in with our economics unit of study. Dishwashers help reduce the labor load and provide a "service" somewhat to families if they do in fact, become a consumer and purchase this good.
Redirect: /content/dishwasher-wrap
Module Id: 1093
User Id: 1483