Submitted work by Margaret Harp

Analyzing Objects

Porcelain

Musket Ball

Smallpox

Nail

Reaper

Shirtwaist

Transistor

Coffee

Record

Tire

Dishwasher

Dress

Stereograph

Stone

Mail

Shoe

Question 1:
Historical thinking is using "facts" to study a past event, but historical thinking goes beyond just that. It includes how something occurred and why.
Question 2:
One can use objects, primary sources, to encourage historical thinking. By physically looking at photos and objects while learning about history, interpretation skills are developed. A story unfolds about the importance of objects as they relate to a historical event.
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Module Id: 689
User Id: 1496
Question 1:
This object is a china teacup and saucer. It is beautifully decorated with gilt trim on the top rim, bottom rim, handle and cup face, inside and out. The saucer is also trimmed in gold with accents of it on the entire saucer. Besides the white china and gold accents, a cobalt blue glaze adorns the cup's top rim and the saucer's rim. It seems to have been hand deocrated and looks to be very old. The saucer seems to be almost bowl-like, as it was the custom to drink it from that as the liquid cooled.
Question 2:
How might a simple china tea cup and saucer connect to broader themes in American history? The act of drinking or "having" tea, is a European tradition that stems far back into history, traveling to America with English setters. In fact, the word "tea" sparks images of controversies in the American Revolution. It symbolizes "proper" etiquette in society. Every good household would have held tea and drank the beverage.
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Module Id: 951
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Question 1:
The item shown seems to be an old instant coffee or milk/coffee can. The manufacturer is Nescafe. The volume of the can is 1 oz, which is relatively small in comparison to today's volumes. The can is made of metal, possible tin, and the labeling is "painted" on the can, not a paper labeled adhered with glue.
Question 2:
I would have to guess that somehow this can is related to the Industrial Revolution and maybe WWI. It somehow seems like a "rations" can of coffee/milk. If the can is from that era, it could symbolize both themes beautifully.
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Module Id: 1147
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Question 1:
The objects appear to be nails, made from iron. Each one is a different size, length, thickness and each has a slightly different head and point. These attributes, possibly, could be due to the fact that they were hand fashioned or could be related to what they were intended to hold together.
Question 2:
The objects may connect to a broader theme in American history. It can show the history of permanent structures being built instead of nomadic "buildings" that were easily disassembled. These fasteners were not massed produced but made one at a time, indicative of early colonization.
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Question 1:
This object is known as a shirtwaist, possibly because it looks like a tailored man's shirt that is unnaturally small at the waist. It was the normal fashion for women in the early 1900s.
Question 2:
The shirtwaist was worn by women in the early 1900s. It's restricting waistline is not unlike how women were treated in society at that time. Suffragettes were working diligently to gain some freedoms for ladies and soon the shirtwaist would go by the wayside.
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Module Id: 950
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Question 1:
The object shown is a very well-worn pair of boots. The soles seem to be made of wood, reinforced with leather at the heel and ball of the foot. The boot hits at the ankle and is tied with leather laces. The stitching of the pieces of the boot seem to be hand done, as it is not perfectly straight and symmetrical.
Question 2:
In looking at these boots, which have far outlived its owner, I am reminded of passengers boarding the Titanic. They are utile apparel, not that of upper echelon's of society. Immigrants and other blue collar workers would have worn these.
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Module Id: 1002
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Question 1:
The object shown seems to be a vintage dishwasher. It's shape and size are not too different from modern day dishwashers. Instead of a basket at the top for glasses, it appears to be a series of hooks suspended from a circular rack. On the bottom, there appears to be a circular type of standing rack, in which to put dishes. On the door of the dishwasher, there looks to be a latch and one button.
Question 2:
I would imagine that the installation of a dishwasher into mid-20th century homes gave women greater freedom from the keeping of the home. It had to be a timesaver from the necessity of washing cooking items and tableware immediately or face seeing it piled up in a sink.
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Module Id: 1093
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Question 1:
This object appears to be a fired round from a bullet, a musket ball. It is not rusty, so it probably has no iron in it. It was possibly made from lead. It has a rough, crusty, circular appearance.
Question 2:
The musket ball connects to broader themes in American history. It is most commonly associated with the American Revolution against Great Britain. It was used both by colonists and British armies to fight for differing beliefs.
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Question 1:
Historical thinking not only uses facts about an historical event, but it also includes the use of primary resources to show more than one perspective. It has one examine something from many different directions, leaving as many questions at the end as were answered.
Question 2:
Objects would be an excellent way to encourage historical thinking. Being able to examine a photograph of an event or handle a physical object, touches on a natural curiosity to learn more about something. It is a simple, yet fascinating way to generate conversation or hold group explorations. Interpretation skills are developed. A story unfolds about the importance of objects as they relate to a historical event.
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Module Id: 689
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Question 1:
Porcelain connects to broader themes in 18th Century history. In fact, the French had created a white paste substance to make porcelain. In English societies, tea, both as a beverage and a meal-time, was a standard on most every societal level. With the growing of American colonies and a debt that was in the trillions of dollars by today's standards, English parliament began taxing luxury goods, like a simple porcelain cup and saucer. Taxation without representation aggravated the mercantile system colonists lived in. A simple item like the cup and saucer, and its contents, almost symbolize the growing frustrations which led to the American Revolution.
Question 2:
I would really like to know how many colonists remained British "Loyalists" and how many embraced the Declaration of Independence. How were the "every day" people of the colonial era affected by new Acts and taxes?
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Question 1:
Instant coffee connects to broader themes in 20th century history. Coffee, specifically, had replaced tea as the hot morning beverage of choice. Every home from the lowest income to the highest had coffee served. It often was a time consuming process: grind the beans and percolate. Instant coffee was designed to feed the troops (with war come new innovations in many areas). It was fast and easy. The taste still offers a bit of controversy. After the wars, women were still the primary food providers of the home. Instant coffee symbolized the freedom of women when given a bit of extra time.
Question 2:
If one were to look at advertising for products of the 20th century, gender roles were still firmly in place. Food and food preparation, household appliances, cleaners, etc. were all targeting women as the major purchasers of such items. Even as women's roles began to evolve with finding work outside of the home, cooking, cleaning, raising children were still considered to be "women's work", with advertising geared as such.
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Module Id: 1147
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Question 1:
One might wonder how a simple iron nail could be so complex. Yet, it is. From being individually crafted by a skilled blacksmith at an enormous cost to being mass-produced, nail fasteners dictated the type of housing or lack sturdy housing that developed an area. Without the nail, durable housing would be left to stone masons. Westward expansion drove the need for adequate, sturdy housing. The traditional frame house using nails revolutionized housing. It was relatively inexpensive and strong. Kit houses became popular, and the ones by Sears, Roebuck are quite collectible today, a hundred years later.
Question 2:
The nail made permanent westward expansion possible. Log cabins, that needed no skill or special equipment, were cold, dark, drafty, etc. As a middle class became more pronounced in America, so did the need for quality, comfortable housing. Without a mass-produced nail in which to hold the frame of a home together, westward expansion would have taken far longer to complete.
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Question 1:
The shirtwaist was the beginning of freedom for women in society and in the workplace. While still restricting due to the tight cinched waist, the waist allowed women to move and walk more freely. This piece of clothing was also a powerful economic tool, as shown by the enormous fortune the Triangle Shirtwaist Company, prior to the large fire of 1911. When the company wouldn't capitulate to walk-out demands, workers were forced to return to work in unsafe conditions, even though safety measures were available. After the fire that killed 146 workers, workforce safety measures began to be enforced.
Question 2:
There are many facets of labor and worker safety that people of today take for granted that were not given to workers in the late 18th and early 19th centuries. The module did not discuss child labor and the damage done them. Wages were not consistent among the workforce, especially between men and women (and children). The length of a work day was often 12 hours per day times 7 days a week, more than double an average work day today. Pollution within work environments was terrible, as well as the pollution that was emitted from factories.
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Module Id: 950
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Question 1:
Who would ever think that a pair of shoes could link such drastic changes to a country and in the way its federal government is run? With the beginning of the Civil War in 1861, mass production of shoes was non-existent, only semi industrialized. With the Union army alone, millions of pairs of shoes would be needed to keep its soldiers outfitted. As is usually the case with war and necessity, great innovation was made in industrializing and mass producing items like the shoes. Prior to the Civil War, shoes were made by a cobbler, specifically shaped to the wearer's foot. There was no standard for sizing, width, etc. Because of the war, an immediate need for a streamlined process of making shoes, guns, clothing, etc was seen. It was the start of mass production of products.
Question 2:
Showing examples of war bonds, money from the time period, etc. could lead to a great discussion of how citizens began to further fund the government.
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Module Id: 1002
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Question 1:
Who would have thought that a dishwasher would play such a role in mid-20th century American history? During WWII, they were not available as most factories had been re-tooled to manufacture war supplies. After the second World War, the standard of living had grown in capitalistic America such that most homes had one. Also, I am amazed in watching the "Kitchen Debate" between Khrushchev and Vice President Nixon in 1959, that the two countries could feel so differently about advances in technology, signifying just how the Cold War progressed for decades.
Question 2:
The resources in this module truly have enhanced my prior understanding of the Cold War. From reading the articles describing the necessity of allying with Russia during WWII despite political differences to watching Nixon and Khrushchev's "Kitchen Debate", it was easier to understand the tensions that existed for 5 decades. I grew up fearing Russia and all that it stood for. The image of the dishwasher as a vehicle for strengthening the Cold War will never leave my mind. It has sparked curiosity to learn more.
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Module Id: 1093
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Question 1:
The musket ball connects to broader themes in 18th century history. The musket was a weapon that existed for centuries and was the primary gun used by both sides in the American Revolution. It was used until just before the American Civil War. While it was wildly inaccurate, it defined military strategy. Shoulder to shoulder lines were formed to face the enemy, who also stood in this manner. From a distance of 40 yards, battles were waged. As a volley was discharged, the line moved forward in synchrony until the bayonets' were employed for hand to hand combat. Colonists had local, untrained militia that often feared the fighting tactics of the day. During times of war, it was clearly obvious that a standing army was needed; however, a standing army was in direct contrast to what most colonists believed and were trying to get out from under. Without the musket ball and the aptly named Brown Bess musket, we would still be British citizens.
Question 2:
There are other primary sources that might help us understand how people in the late 18th century viewed armies and soldiers. Prints made depicting life during this time would be one way to generate discussion. Colonists were already angered at having to pay for British standing armies posted in the colonies. The Quartering Act enraged colonists. Documents of these rules and taxes also would lend themselves well to discussion.
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Title: What In The World Is This?
Grade Level: Middle
Short Answer:
Students have always loved show and tell. If at all possible, I would ask a historian or archaeologist to bring items that would be unusual and able to be handled safely. Living in this area, there are quite a few people that would be willing and would be able to have things related to Native American culture, Revolutionary and Civil War, etc. Great discussions could occur, generating questions leading to deeper learning.
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Module Id: 689
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Title: Ordinary to Extraordinary
Grade Level: Middle
Short Answer:
Using an item/replica of an item from the colonial era would be a great way to introduce students to tensions that were beginning to arise in the late 17th and early 18th centuries. I believe connecting a concrete example to facts on issues would lend a lasting impression of elements concerning our road to freedom. Group collaboration could refer to the changing meaning of the artifact as various topics are explored. Curriculum integration on the topic could use an artifact to teach symbolism, poetic elements, etc.
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Module Id: 951
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Title: From Pre-packaged to Fast food
Grade Level: Middle
Short Answer:
Students would enjoy a lesson on the evolution of food products, some of which have been around for 150 years. While instant coffee might not stimulate middle schoolers minds, the hot dog most certainly will. Using this every-day, All-American food that probably every person has consumed, could be a great way to introduce to students time periods from the Great Depression forward. Societal norms, entertainments, and diet of various times could easily be discussed, always referring back to the hot dog.
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Module Id: 1147
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Title: Hammer and Nail
Grade Level: Middle
Short Answer:
I would use the strategies found in this module nearly as presented to me. I would begin with a picture of the blacksmith fashioned nail or a real one, if available. As a class or in small groups, a discussion could be held to discuss how the nail "made" America, from reliable housing to mass production of materials, such as nails, lumber, glass, etc.
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Module Id: 953
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Title: Unions
Grade Level: High
Short Answer:
A reading of Upton Sinclair's The Jungle would be the best way to teach students about the horrific practices that were the norm for workers, especially immigrants, in the early 1900s. Each chapter could be discussed and compared to changes that were brought about for today's workers.
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Module Id: 950
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Title: How Shoes Changed America
Grade Level: Middle
Short Answer:
Showing students a picture of the soldier's shoes without informing them of what it is, would be a good way to start a discussion on how it might have affected people in the 1860s. Guide students to discuss, compare, etc on what they see and why it is important. Last, let students know that it is a soldier's boot from the Civil War and see if responses change. Use the discussion to lead into the war and the statistical nightmare the gathering of supplies was for both sides.
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Module Id: 1002
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Title: Dishwasher Politics
Grade Level: High
Short Answer:
I would use this module to teach History to high school students. I would follow the module and its resources in much the same way that I learned from it. A simple mid-century photo of a dishwasher, some ads current to the time and the "Kitchen Debate" would be a great way to introduce the Cold War, post WWII. Students could work in groups to analyze the appliance and how it might have played a role. After watching and discussing the debate, a brief paper could be written. The two speakers could be analyzed and compared as their roles grew in history.
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Module Id: 1093
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Title: Military Strategy
Grade Level: High
Short Answer:
Showing the Bill Thompson video depicting the loading and firing of a traditional Brown Bess musket with bayonet would be a great way to introduce the difficulty (as compared to today's weaponry) of loading and firing a weapon at an enemy. A historical discussion could be held to discuss military strategies, from "the line", volley all the way to guerilla warfare. The musket ball topic could be used in most every war until the 20th century. It would hopefully create discussion (students could be put into groups) to create a debate over gun rights, since colonists would be hung if found with a rifle. There are many ways to engage students with the musket: discussion of warfare, research, etc.
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Module Id: 955
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