Submitted work by JonathanP
Analyzing Objects
Porcelain
Musket Ball
Smallpox
Nail
Reaper
Shirtwaist
Transistor
Coffee
Record
Tire
Dishwasher
Dress
Stereograph
Stone
Shoe
Question 1:
Historical think is putting yourself in someone from the pasts shoes and thinking based on the way things were at point in history.
Question 2: Students can analyze unfamiliar objects and imagine what they were used for.
Redirect: /content/what-historical-thinking
Module Id: 689
User Id: 1495
Submitted: Saturday, July 10, 2021 - 17:14
Question 1: It is a fancy cup for its time period, probably a symbol of wealth
Question 2: It could possible be from the Colonial time period
Redirect: /content/porcelain-resources
Module Id: 951
User Id: 1495
Submitted: Thursday, July 22, 2021 - 16:27
Question 1: It is a fancy cup for its time period, probably a symbol of wealth
Question 2: It could possible be from the Colonial time period
Redirect: /content/porcelain-resources
Module Id: 951
User Id: 1495
Submitted: Thursday, July 22, 2021 - 16:27
Question 1: It is a fancy cup for its time period, probably a symbol of wealth
Question 2: It could possible be from the Colonial time period
Redirect: /content/porcelain-resources
Module Id: 951
User Id: 1495
Submitted: Thursday, July 22, 2021 - 16:27
Question 1: It is a fancy cup for its time period, probably a symbol of wealth
Question 2: It could possible be from the Colonial time period
Redirect: /content/porcelain-resources
Module Id: 951
User Id: 1495
Submitted: Thursday, July 22, 2021 - 16:27
Question 1: It is a fancy cup for its time period, probably a symbol of wealth
Question 2: It could possible be from the Colonial time period
Redirect: /content/porcelain-resources
Module Id: 951
User Id: 1495
Submitted: Thursday, July 22, 2021 - 16:27
Question 1: It is a fancy cup for its time period, probably a symbol of wealth
Question 2: It could possible be from the Colonial time period
Redirect: /content/porcelain-resources
Module Id: 951
User Id: 1495
Submitted: Thursday, July 22, 2021 - 16:27
Question 1: It is an old rusted coffee can.
Question 2:
It looks like it might have been used by soldiers, or maybe pioneers traveling west.
Redirect: /content/coffee-resources
Module Id: 1147
User Id: 1495
Submitted: Thursday, July 22, 2021 - 16:50
Question 1: It's an early record, probably from the early 1900s.
Question 2: This is probably from the early era of recording on records.
Redirect: /content/record-resources
Module Id: 1128
User Id: 1495
Submitted: Sunday, August 1, 2021 - 16:28
Question 1:
It looks to be some kind of memorial or maybe a grave, but I can't make out what it says.
Question 2:
Something important happened or was discovered here, or someone famous from history is buried here.
Redirect: /content/stone-resources
Module Id: 1039
User Id: 1495
Submitted: Sunday, August 1, 2021 - 16:46
Question 1: It's an artifact from the Confederacy.
Question 2:
It has something to do with the Civil War, it could be a letter from or to a Confederate Soldier.
Redirect: /content/mail-resources
Module Id: 1021
User Id: 1495
Submitted: Wednesday, August 11, 2021 - 09:27
Question 1: These objects look like railroad spikes.
Question 2:
It probably connects to the era of Westward Expansion and the expansion or railroads across the country.
Redirect: /content/nail-resources
Module Id: 953
User Id: 1495
Submitted: Wednesday, August 11, 2021 - 10:19
Question 1: It's an old pair of shoes.
Question 2: The shoes were possibly worn by a soldier
Redirect: /content/shoe-resources
Module Id: 1002
User Id: 1495
Submitted: Wednesday, August 11, 2021 - 12:48
Question 1:
Historical thinking is analyzing primary sources as evidence of people from the pasts opinion and actions. This is often in contrast to what their image has become over time.
Question 2:
Using objects can encourage historical thinking by showing the students how and why objects were created, and how they have evolved over time. This can tell students a lot bout the era the object is from.
Redirect: /content/connections-essay-historical-thinking
Module Id: 689
User Id: 1495
Submitted: Saturday, July 10, 2021 - 17:18
Question 1:
This porcelain connects the themes of 18th century history by symbolizing British culture in the colonies. This porcelain is probably something that had to be imported from Britain, and probably taxed also. It could also be a symbol of tea, which was another controversy between the colonists and Britain.
Question 2:
I would like to know more about how much the taxes imposed of the colonists by Britain would be in today's money.
Redirect: /content/porcelain-connections-essay
Module Id: 951
User Id: 1495
Submitted: Thursday, July 22, 2021 - 16:40
Question 1:
Instant coffee connects to the themes of how he lives of everyday American citizens changed after the World War 2. Things that were invented out of necessity (such as instant food) to help soldiers survive carried over into civilian life after the war ended.
Question 2:
One limitation of analyzing old advertising for things such as instant food and food mixes, is putting ourself in the mindset of the people that those advertisements were originally intended for. We take such things for granted now, we don't hesitate to use pre mixed or pre made food. But at the time, many women were afraid that it would reflect poorly on their home making skills. Ideas like that are hard for modern Americans to understand.
Redirect: /content/coffee-connections-essay
Module Id: 1147
User Id: 1495
Submitted: Thursday, July 22, 2021 - 17:13
Question 1:
The song on this record speaks to the increase in immigration and the process of assimilation in the early 1900s. Bayes was an immigrant who assimilated and was accepted as "white" and recorded patriotic songs about America.
Question 2:
Documents from places like Ellis Island are great primary sources to learn about immigrants from that time period. Another good source would be old political cartoons about immigrants and assimilation. Also, a reading of immigration laws from the time period would be very useful in understanding the changing attitudes of Americans toward immigrants.
Redirect: /content/record-connections-essay
Module Id: 1128
User Id: 1495
Submitted: Sunday, August 1, 2021 - 16:39
Question 1:
The song on this record speaks to the increase in immigration and the process of assimilation in the early 1900s. Bayes was an immigrant who assimilated and was accepted as "white" and recorded patriotic songs about America.
Question 2:
Documents from places like Ellis Island are great primary sources to learn about immigrants from that time period. Another good source would be old political cartoons about immigrants and assimilation. Also, a reading of immigration laws from the time period would be very useful in understanding the changing attitudes of Americans toward immigrants.
Redirect: /content/record-connections-essay
Module Id: 1128
User Id: 1495
Submitted: Sunday, August 1, 2021 - 16:39
Question 1:
This stone is an original marker of the boundaries of D.C. It connects to the theme of division between the North and the South because it's a symbol that Alexandria left D.C. and went back to Virginia in order to keep their slaves.
Question 2:
Students can learn many things about history by learning about boundary changes. Usually boundaries change because of major events, such as the Civil War. Learning about why states wanted to change their boundaries can tell us many thing about the time period.
Redirect: /content/stone-connections-essay
Module Id: 1039
User Id: 1495
Submitted: Sunday, August 1, 2021 - 17:05
Question 1:
The mail was an important factor in spreading information and opinions, especially since it was supposed to be private. Mail was the only way people in different states could read about and communicate with each other. Not was it important for communication, but newspapers and pamphlets were used to convince people to change their minds about issues such as slavery.
Question 2:
It helped me understand how high the stakes were for the people in charge of spreading information, such as postmasters, were during this time.
Redirect: /content/mail-connections-essay
Module Id: 1021
User Id: 1495
Submitted: Wednesday, August 11, 2021 - 10:10
Question 1:
The mass-produced nail, something we take for granted today, was hight innovative for its time. Once nails were available widely for a lower price, people were able to get better homes that were built easier for a lower price. Before the mass produced nail, homes were limited to uncomfortable log cabins, or expensive and harder to build houses from stone.
Question 2:
The mass produced nail relates to westward expansion because once houses because cheaper and easier to build, more people were willing to move west.
Redirect: /content/nail-connections-essay
Module Id: 953
User Id: 1495
Submitted: Wednesday, August 11, 2021 - 12:23
Question 1:
The shoe connects the theme of the need of mass produced items beginning in the 19th century. Getting enough shoes for a while army from many different shops was a hard task. As methods of mass production began, items were begging to be produced quicker and easier, but often lacking in quality.
Question 2:
Primary sources that could represent the changing relationship between the government and citizens could include items such as income statements and draft papers. These items both could represent the government gaining more power over its citizens.
Redirect: /content/shoe-connections-essay
Module Id: 1002
User Id: 1495
Submitted: Wednesday, August 11, 2021 - 14:01
Title: Primary sources in context
Grade Level: High
Short Answer:
I would have students analyze actual primary sources and think about the context. Many times, speeches, letters, etc. from historical people are taken out of context. Students should learn to read all of a source, as well as think about where the source came from and why it was created.
For objects, students should analyze why their was a need for an item to be created when it was. This can tell us a lot about the people from and era. Also, analyzing how an object has evolved over years speaks a lot about how society has changed.
For objects, students should analyze why their was a need for an item to be created when it was. This can tell us a lot about the people from and era. Also, analyzing how an object has evolved over years speaks a lot about how society has changed.
Redirect: /content/analyzing-objects-wrap
Module Id: 689
User Id: 1495
Submitted: Saturday, July 10, 2021 - 17:24
Title: Boycotts
Grade Level: High
Short Answer:
I would explain to students that porcelain like the cup in the picture would have been a symbol of wealth and status at the time. I would also explain that something like that would have had to be imported from Britain. We would discuss the taxes that were imposed on such items and the colonists reaction to them. I would have them think about the following question; Would you be willing to join a boycott and give up such luxuries in protest of the British taxes imposed on the colonists?
Redirect: /content/porcelain-wrap
Module Id: 951
User Id: 1495
Submitted: Thursday, July 22, 2021 - 16:45
Title: Boycotts
Grade Level: High
Short Answer:
I would explain to students that porcelain like the cup in the picture would have been a symbol of wealth and status at the time. I would also explain that something like that would have had to be imported from Britain. We would discuss the taxes that were imposed on such items and the colonists reaction to them. I would have them think about the following question; Would you be willing to join a boycott and give up such luxuries in protest of the British taxes imposed on the colonists?
Redirect: /content/porcelain-wrap
Module Id: 951
User Id: 1495
Submitted: Thursday, July 22, 2021 - 16:45
Title: Make your own advertisement
Grade Level: High
Short Answer:
This would be a great opportunity for students to create an ad or shoot a commercial for instant/frozen/pre-made foods. Students should think about how to convince women from the time period to choose this type of food over making food from scratch. What reasoning (besides eases of preparing) would you use?
Redirect: /content/coffee-wrap
Module Id: 1147
User Id: 1495
Submitted: Thursday, July 22, 2021 - 17:27
Title: Coming to America
Grade Level: High
Short Answer:
I would have pick a country of origin (Japan, Ireland, etc) and pretend they were immigrating to America in the early 1900s. They would then fill out a questionnaire similar to the ones immigrants did at places like Ellis and Angel Island. Based on historical precedent, they would find out if they would be accepted into America or turned back to their country.
Redirect: /content/record-wrap
Module Id: 1128
User Id: 1495
Submitted: Sunday, August 1, 2021 - 16:42
Title: Coming to America
Grade Level: High
Short Answer:
I would have students pick a country of origin (Japan, Ireland, etc) and pretend they were immigrating to America in the early 1900s. They would then fill out a questionnaire similar to the ones immigrants did at places like Ellis and Angel Island. Based on historical precedent, they would find out if they would be accepted into America or turned back to their country.
Redirect: /content/record-wrap
Module Id: 1128
User Id: 1495
Submitted: Sunday, August 1, 2021 - 16:43
Title: Moving Boundaries
Grade Level: High
Short Answer:
I would have students compare/contrast U.S. maps from before and after the Civil War. They could choose a boundary that had changed and research the reasons why.
Redirect: /content/stone-wrap
Module Id: 1039
User Id: 1495
Submitted: Sunday, August 1, 2021 - 17:09
Title: Spreading information
Grade Level: High
Short Answer:
I would have student chose a controversial issue from current times, and pretend that the only way to communicate with people from other areas is through the mail. I would have them write a letter or design a pamphlet about their views on the issue.
Redirect: /content/mail-wrap
Module Id: 1021
User Id: 1495
Submitted: Wednesday, August 11, 2021 - 10:14
Title: Housing
Grade Level: High
Short Answer:
I would have student research how to build a log cabin, and read firsthand accounts about how life was like living in one. After that, the students could look at floor plans and pricing of a balloon house. They could compare/contrast to see how much better easier and better housing because after the mass-produced nail.
Redirect: /content/nail-wrap
Module Id: 953
User Id: 1495
Submitted: Wednesday, August 11, 2021 - 12:30
Title: Compare/Contrast
Grade Level: High
Short Answer:
I would have students compare/contrast the power of the federal government before and after the Civil War, then ask them to think about if they would have thought things like the income tax and draft were worth the effort to win the war.
Redirect: /content/shoe-wrap
Module Id: 1002
User Id: 1495
Submitted: Wednesday, August 11, 2021 - 14:06