Submitted work by ShayN

Analyzing Objects

Porcelain

Musket Ball

Smallpox

Nail

Reaper

Shirtwaist

Transistor

Coffee

Record

Tire

Dishwasher

Dress

Stereograph

Stone

Mail

Shoe

Question 1:
In its most basic definition, historical thinking is thoughts about the past. It would probably be more rigorous in thought than just daydreaming, but maybe to help recreate an historical account of the past.
Question 2:
Objects can be used to encourage historical thinking because, for most people I would imagine, an object would hold greater significance than a picture or a mere word. Using senses besides sight to actually touch, smell, or hear the objects would help to analyze its purpose or significance in the past and help to understand why the objects would be redesigned or retired or still in use.
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Question 1:
I notice that these objects vary in length and width. These objects are made from metal that has rusted. They also are varying degrees of sharp and dull.
Question 2:
Due to the size of these nails, they could be connected to the Industrial Revolution in American history. The need to create consistent sized nails for building homes and buildings.
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Question 1:
This is a tea and saucer. It is rimmed in gold, possibly paint. It looks to be part of a larger set as seen in the background. It is possibly made of porcelain and is painted in both blue and gold.
Question 2:
This object might connect to broader themes in American history because of the style. This piece of history could help define the line of demarcation between the rich and the poor. The haves and the have-nots. What was brought over from England as they traveled to America. The class and the money.
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Question 1:
I notice that this object is made out of wood, metal, and a picture. It seems to have a handle at the bottom and a mask where one would put their eyes to see. The back seems to have a "holder" to present the photos and the connecting piece seems to distance the eyes from the "holder." The picture seems to show a child using the stereoscope while the mother is lying in bed sick.
Question 2:
The stereoscope might connect to broader themes in American history with its use as a medical instrument. This may be a way for doctors to see the implications of sicknesses. It might also be the gateway from lack of knowledge to modern medical tools.
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Question 1:
This is an old tin can. It has scratches and writing on it. There is no easy way to get to the contents inside of the can without a can opener. Nescafe is the product as it is the largest letters on the can. Despite, the picture size, the can must be small because the net weight is only 1 oz.
Question 2:
This can might connect to broader themes in American history because of its notoriety. Before coffee came in a can it was primarily sourced from the fresh beans. This could show the rise in consumerism and the difference between lower, middle and upper class Americans due to the price of the can.
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Question 1:
This object looks complicated. It has different wheels and gears while also having some sled-like contraption in front. There are two pieces of longer length protruding from the back. A triangular-like piece is located on the side and a variety of smaller pieces are attached towards the top that help connect things together. There seems to be a sharper, saw-like edge on the back of the sled piece.
Question 2:
This might have been an upgrade to the the single reaper. Maybe this reaper helped to clear fields faster which was necessary during the wars or to make more of a profit. The connection to a broader theme would be to the The Great Depression, when it was necessary to clear the fields faster.
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Question 1:
This dress is white and it goes down to her ankles. The dress almost goes to her wrists and has a collar. It looks to have a button down jacket over top of it. There's a ribbon pinned to the dress that says Women's Suffrage.
Question 2:
This dress might connect to the women's right to vote. Per the other woman in the picture, both are wearing white which could be the "uniform" of unity amongst women who are fighting for their right to vote.
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Question 1:
These objects are black and gray and white. The black ovals are fuzzy and of varying sizes. There is an hourglass shape within one. There are also black lines in the background.
Question 2:
The idea of smallpox might connect to the introduction of vaccinations which is such a prevalent subject currently. Looking through a microscope to determine the virus is part of the increase in knowledge and technology to fight the disease.
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Question 1:
After having viewed the different sources, I would like to expand upon the original definition I proposed on historical thinking. Recreating historical accounts of the past is only one part of the multitude of levels to historical thinking. It's about defining what happened and what it meant. Historical thinking is about citing multiple sources and analyzing and synthesizing the information that was gleaned from these sources. It's about not just knowing dates and events, but understanding the historical context behind it. History is not fiction, but must be supported by evidence. Hearing stories from one account only defines the account from one person's point of view. Hearing, seeing, reading secondary sources help to recreate the scene and the understanding of the plot. Historical thinking helps students to be better readers, thinkers, and citizens.
Question 2:
Objects can be used to encourage historical thinking in more ways than I had originally thought. I guess I was thinking about history and not historical thinking. First, using these objects helps students to get "out of the box". Students usually read about history and are completely bored and overwhelmed with names, events, and dates. Finding the context within these limitations is unbearable sometimes and understanding is truly lacking. To help students "think for themselves", using objects encourages this way of historical thinking. They don't have the words of someone else's solitary encounter running through their heads, but the students would have to find the information for themselves and synthesize the knowledge that they are creating in their own "history banks" in their brains. Students have to see, think, and wonder about the objects without having prior knowledge of them. Stating observations is different than actually seeing because it affords the opportunity to absorb the object and seek answers to their own questions. Then, to pose questions and wonder about objects is more knowledge-building than just being given information and asked to memorize it. Making students think will result in a more productive future than being given information and just accepting it for what it is.
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Question 1:
The mass-produced nail connects to broader themes in 19th-century history such as the development of the modern home and Westward expansion. The simple task of making the nail had led to multiple attempts and designs of alternate housing. The first attempt being the log cabin and with it the romanticism and stories that accompanied it. Abraham Lincoln's childhood and the depiction of a sturdy man with a modest background were tales that followed the log cabin. This house only needed wood and moss or mud to "seal" holes; however, it was not comfortable especially for people trying to ascertain the middle class. The second home that was attempted would be the brick or stone house. These were sturdy homes, but costly. They required a mason "skilled labor" and were not cost effective to transport the heavy materials. The third house is the post-and-beam, which again required skill laborers or experienced carpenters, which can be costly. The drawback to these two homes were their cost and time consumption. They limited the speed to move westward. Finally, the "Balloon-Frame" home revolutionized American home construction. By the time these came around, nails were mass produced and the production of nails was cheaper and quicker. They were easier to assemble due to the sheets of wood coming off assembly lines and no skilled labor was necessary. Due to the ease and speed of establishing these new homes which could even be mail ordered, westward expansion was easier. Having to spend less money and the ease of obtaining nails would afford settlers the opportunity to expand their future to the west.
Question 2:
The story of the nail relates to another explanation for westward expansion; it relates to the Gold Rush. Americans were eager to go and spread west because they thought they were going to be rich by way of "Gold, in them there hills!" Basically, the comparison is that Americans wanted to progress in their futures. In both stories, the progression of the American life is what is paramount to the settlers. There is no ecological consciousness, it is merely what the future might be.
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Question 1:
Porcelain connects to broader themes in 18th-century due to its origin. Porcelain was a highly sought after material whose look defined beauty and delicacy. The very look of porcelain defined the owner as being of high class. Owning porcelain was a sign of being loyal to the crown because porcelain was a product that had to be imported to Britain and again exported to America. With the colonists wanting to boycott luxury goods, porcelain would definitely fall on that list. The cost of American self-sacrifice versus British indulgence is the lack of porcelain for those who would chose plain old American-made items.
Question 2:
I would want to know how the Seven Years' war started. According to this module, the colonists fought alongside the Redcoats versing the French. Because of this war, the cost for Britain was atrocious. Wouldn't Britain want to maintain the symbiosis of the colonists and the crown? It seems to me that the cost of this war was the leading cause of the Revolution because after the war, Britain began taxing the colonists which didn't seem fair. What kind of revenue was the crown getting from people who still lived in Britain?
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Question 1:
The stereoscope connects to broader themes in 19th century history in a great many ways. One connection might be the evolution of technology. The stereoscope is a step up from a regular picture in that it uses two pictures to simulate a 3-D "adventure". After the stereoscope, technology segued into more immediate attractions like radio and tv. In the same manner, education has also evolved like technology with the stereoscope. Students began with books, pictures and the like, then were able to learn more with the introduction and donations of the stereoscope to local libraries. Students were able to see more of what they could learn. The stereoscope could also be the most-notable beginning of biases and prejudices. The company, Underwood and Underwood, used their financial and power gain to show the public what the company decided was best to show. For instance, the company used Roosevelt's speech to help shape cultural values. They "summed up" the situation that was taking place by including the information that the company wanted people to know. It was also a good way to demonstrate marketing because of the use of the students and veterans to help make sales.
Question 2:
Students might explore how technology for viewing images has changed over the course of history by finding videos on youtube. Students could watch the set up of various viewing technologies, like the laser disc, the VHS tapes, microfiche, etc. Students today do not need old people ranting to them about how easy they have it with Google; students need to experience the trauma of a tape unraveling or a scratched disk to understand the plight of the technology "back in the day".
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Question 1:
The stereoscope connects to broader themes in 19th century history in a great many ways. One connection might be the evolution of technology. The stereoscope is a step up from a regular picture in that it uses two pictures to simulate a 3-D "adventure". After the stereoscope, technology segued into more immediate attractions like radio and tv. In the same manner, education has also evolved like technology with the stereoscope. Students began with books, pictures and the like, then were able to learn more with the introduction and donations of the stereoscope to local libraries. Students were able to see more of what they could learn. The stereoscope could also be the most-notable beginning of biases and prejudices. The company, Underwood and Underwood, used their financial and power gain to show the public what the company decided was best to show. For instance, the company used Roosevelt's speech to help shape cultural values. They "summed up" the situation that was taking place by including the information that the company wanted people to know. It was also a good way to demonstrate marketing because of the use of the students and veterans to help make sales.
Question 2:
Students might explore how technology for viewing images has changed over the course of history by finding videos on youtube. Students could watch the set up of various viewing technologies, like the laser disc, the VHS tapes, microfiche, etc. Students today do not need old people ranting to them about how easy they have it with Google; students need to experience the trauma of a tape unraveling or a scratched disk to understand the plight of the technology "back in the day".
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Question 1:
Instant coffee connects to the broader theme of World War II and the growth of modern foods. Nobody ever thinks about the soldiers that went off to war when discussing a war because it's always been about who won and what started the war? The soldiers who had so bravely fought for our country were people; people that needed to be fed. Soldiers had to be strong to keep their mental clarity and physique to fight in the war. In order for them to get their proper nourishment, researchers had found that food gave them their vitamins and minerals and if soldiers were only given vitamins, they would still starve. So, the only solution was to formulate meals that would keep the soldiers strong and healthy. The plan deteriorated when the weight of the meals became a factor in how heavy their sacks would be when they carried them. Researchers determined that dehydrating food still maintained the nourishment the soldiers needed, but subtracted the weight from their sacks that they needed, too. In these K rations, the soldiers found coffee that merely needed water to rehydrate it among other food that was easy to eat and prepare when on the move. The shipping of these foods to the war site was also more compact and efficient. Due to the sudden end of the war and the stockpiling of dehydrated foods, manufacturers had a new problem. How were they going to try and sell this food to mainstream America? The solution was to market the "instant" foods to women and analyze what their preferences were.
Question 2:
The limitations of analyzing advertising was that prior to the war, women had defined roles in the household. They were specific to taking care of the children, making sure there was hot food on the table and cleaning. During the war, women had to take on a different role because their men had to go off to war. Suddenly, women were out in the job fields, making money and taking care of the house and children simultaneously. Analyzing advertising at these juncture would be difficult as there were still women stuck in the conventional roles in the household, while the other women were still working and preparing themselves for new roles in their homes and in society. Advertising "instant" food might be too progressive for some women, others might be ready to take the jump into the transition.
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Question 1:
The reaper connects to broader themes in the 19th century because of its creation. Prior to the creation of this piece of farm technology, many people lived on farms and ate what was grown on the farm. The United States did not have the ability to help farmers transport their wares, whether it be roads or railways. Since farming was coming up with new ways to get plants in the ground faster, they also had to create new ways of reaping the growth faster. With the introduction of faster moving farm equipment came the influx of foodstuffs. Needing to sell the wares lest they spoil, farmers needed ways of transporting them to further distances. The creation of turnpikes and canals greatly reduced transportation time. Thus, with the invention of better farming equipment came the necessity for better roadways. Necessity is the mother of invention.
Question 2:
The rise of Industrial America could be why American lives changed so dramatically in the late 19th century. Because of the invention of the roads and needing less people on a farm, the relocation of people from farms to cities was imminent. With people now working in the cities, there was more workforce for the factories. With more factories running, more air pollution came. With more people in the cities, more slums developed.
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Question 1:
This dress was more than a dress. It was a symbol for women's rights. The white denoted the simplicity and severity of the cause, but it also showed the purity of women and the sanctity of marriage. Prior to the demonstration of this dress, women were thought of as property of a man and had no rights over their own bodies. This dress symbolizes the fight that these women endured to create a more equitable future for white women.
Question 2:
When in school, we were taught that women "fought" for the right to vote. In my mind, I only imagined that these women maybe picketed in front of political buildings. As I've dared to find more information about the actual women's suffrage movements, I've found that women did way more than picket. They spoke, they started fires and in essence, they grew a backbone. I would want to see newspaper articles that define the different demonstrations. I would want to know what people actually thought about these women, not just that some were for and some were against. I would want to see the actual ribbons that the suffragettes wore or the banners they created. I think I would also want to see the advertisements for the new trends of clothes for women and how they were marketed. I would want to see letters between the suffragettes and the president to know how he really felt and what he said when he succumbed.
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Question 1:
Smallpox connects to broader themes in 18th century history because of its existence and what it left behind. Not knowing about smallpox can be terrifying and offering your body to get inoculated to helpfully fight a disease that is thought of as invisible is brave. The smallpox virus led to the discovery of vaccinations and less deaths.
Question 2:
I guess given the current climate of the world, one could say that history repeats itself. The benefits of using disease as a lens to understand history is to know why. Why did were people so scared of it, why did people not understand it, and why was vaccination begun? Seeing why people act the way they did or why people did the things they did helps us to understand and maybe even help people currently. Looking at what people did then, could possibly help us to figure out what to do now.
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Title: Analyzing Objects
Grade Level: High
Short Answer:
I would divide students into groups of no more than three, then I would pass out pictures of different artworks to each group. The artworks would be from the same style or movement, but from different artists. Each group would have to see, think, and wonder about the picture they have in front of them. At the end of class, each group would have to present their findings. This would lead us into a discussion about the style or movement and the beginning of their art project.
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Title: Construction Without Nails
Grade Level: High
Short Answer:
I would show pictures of nails just like the ones in this presentation to the class. I would have students break off into groups and discern what they are and how they could be of use. After discussing the subject, I would then present the project, which would be to create a 3-dimensional standing structure out of wood, but no nails (or obviously screws). It would be interesting to see what the students could come up with; how many would land on decisions from the past and how many would be able to create something on their own.
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Title: Porcelain
Grade Level: High
Short Answer:
I would show pictures like the one of the porcelain teacup and saucer and have group discussions and share. After understanding that the owner of porcelain is seen as an indulgence, I would want my students to understand the decoration of the porcelain as well. My students would create a cup and saucer out of porcelain and they would have to show affluency and how decorated the pieces would show wealth.
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Module Id: 951
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Title: Stereoscope
Grade Level: High
Short Answer:
I would engage students with the content and strategies in the module by demonstrating and discussing with students what a stereoscope is and what other technologies students know of that were used in school to enable learning. Once students created a list of technologies, they would break into groups and each group would pick one technology and have to teach the rest of the class about it while only using that technology for demonstration.
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Module Id: 1047
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Title: Coffee or Nah?
Grade Level: High
Short Answer:
After discussing the traditional coffee can and WWII's connections. Students will then consider marketing and create a magazine page that would market the same "instant" products to today's consumers.
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Module Id: 1147
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Title: Reaper
Grade Level: High
Short Answer:
Teacher and students will discuss what a reaper is and what it is used for. After defining the reaper, teacher and students will then pose questions of things like what happened next? From this, students will understand that necessity is the mother of invention and they will be tasked with creating their own inventions that stem from a need they have to fill.
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Title: Symbolism
Grade Level: High
Short Answer:
After discussing with students about the Women's Suffrage, we would talk about the symbolism of the white dress. Students would be required to create another form of symbolism for the movement that can either be worn or carried. They would use one color and present to the class when they've finished on how their creation symbolizes the women's suffrage.
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Module Id: 1075
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Title: Smallpox
Grade Level: High
Short Answer:
I would discuss smallpox with students and define and clarify what happened and how it was eradicated. I would also discuss with students the current fight which is Covid. We would talk about history repeating itself and then translate into other history that we wish would or would not repeat itself.
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