Submitted work by Gregory House
Analyzing Objects
Porcelain
Musket Ball
Smallpox
Nail
Reaper
Shirtwaist
Transistor
Coffee
Record
Tire
Dishwasher
Dress
Stereograph
Stone
Shoe
Question 1:
I believe historical thinking involves how we view our current troubles and situations through the lens of history and the decisions that have been made.
Question 2:
You can use objects to "transport" students to a certain time period which may help them understand things from that perspective better.
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Module Id: 689
User Id: 1502
Submitted: Tuesday, July 6, 2021 - 17:24
Question 1:
I notice the wearing on the underside of the turned over boot's toe. I also notice what seems to be dirt and discoloration in the laces.
Question 2:
My initial response is to wonder what era these boots were worn in and by who. Perhaps they were worn during the Great Depression or even further back. What is the story behind these boots?
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Module Id: 1002
User Id: 1502
Submitted: Monday, July 12, 2021 - 10:27
Question 1:
I notice the wearing on the underside of the turned over boot's toe. I also notice what seems to be dirt and discoloration in the laces.
Question 2:
My initial response is to wonder what era these boots were worn in and by who. Perhaps they were worn during the Great Depression or throughout the Civil War. What is the story behind these boots?
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Module Id: 1002
User Id: 1502
Submitted: Monday, July 12, 2021 - 10:39
Question 1:
I notice the wearing on the underside of the turned over boot's toe. I also notice what seems to be dirt and discoloration in the laces.
Question 2:
My initial response is to wonder what era these boots were worn in and by who. Perhaps they were worn during the Great Depression or throughout the Civil War. What is the story behind these boots?
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Module Id: 1002
User Id: 1502
Submitted: Monday, July 12, 2021 - 10:39
Question 1:
I notice that these spikes vary in length and thickness. I also notice the measurement at the bottom is measured in the metric unit.
Question 2:
These objects make me wonder what significant role they played in American history. I would assume that these railroad spikes were collected from some of the first railroad tracks that were put down to connect the East and the West together.
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Module Id: 953
User Id: 1502
Submitted: Wednesday, July 14, 2021 - 12:09
Question 1:
I notice she is wearing an all white outfit complete with a pennant or banner that seems to say "women's suffrage".
Question 2:
I believe this object connects to the fight for women to be allowed to vote led by Susan B. Anthony. This is a timestamp showing how different life in America has been for various genders and races throughout our history.
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Module Id: 1075
User Id: 1502
Submitted: Thursday, July 15, 2021 - 19:42
Question 1:
I notice the letter is imprinted with "Confederate States of America Post Office Department" and that it has been deemed official business. I notice the cursive writing and the ink stamp with the number 7.
Question 2:
This object may connect to a boarder theme in American history particularly in how the Civil War may have shaped the post office post-war.
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Module Id: 1021
User Id: 1502
Submitted: Friday, July 16, 2021 - 12:01
Question 1:
I notice the letter is imprinted with "Confederate States of America Post Office Department" and that it has been deemed official business. I notice the cursive writing and the ink stamp with the number 7.
Question 2:
This object may connect to a boarder theme in American history particularly in how the Civil War may have shaped the post office post-war.
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Module Id: 1021
User Id: 1502
Submitted: Friday, July 16, 2021 - 12:01
Question 1:
I notice the letter is imprinted with "Confederate States of America Post Office Department" and that it has been deemed official business. I notice the cursive writing and the ink stamp with the number 7.
Question 2:
This object may connect to a boarder theme in American history particularly in how the Civil War may have shaped the post office post-war.
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Module Id: 1021
User Id: 1502
Submitted: Friday, July 16, 2021 - 12:01
Question 1:
I notice how blurry this image is. However, I also notice the detail within the blob. It looks like this may perhaps be a cell.
Question 2:
I wonder if the study of this microscopic organism may have helped develop various vaccines.
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Module Id: 954
User Id: 1502
Submitted: Monday, July 19, 2021 - 10:27
Question 1:
I notice that there is a white band at the top of the shirt but no collar like we would see on most dress shirts of today. I also notice there is what seems to be a belt tie around the waist. I notice the striped pattern of the shirt and the three large white buttons.
Question 2:
I wonder what time period this shirt comes from and what significance it plays in history. Was this type of shirt worn primarily by women or men? What were their vocations?
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Module Id: 950
User Id: 1502
Submitted: Monday, July 19, 2021 - 10:55
Question 1:
I notice the crack running along the lefthand side of the stone. I notice the discoloration and the green moss forming. I also notice what appears to be writing.
Question 2:
Is this some form of cornerstone? Could this stone be an important piece to an important building within our nation's history?
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Module Id: 1039
User Id: 1502
Submitted: Wednesday, July 21, 2021 - 09:02
Question 1:
Historical thinking is the process of questioning, investigating and analyzing sources to consider various perspectives to get to the truth.
Question 2:
Objects can be used to help spark historical thinking. Elspeth Inglis incorporated “mystery objects” within her classroom to get her students to begin the historical thinking process.
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Module Id: 689
User Id: 1502
Submitted: Tuesday, July 6, 2021 - 18:18
Question 1:
These pear of boots are directly connected to the Civil War. They would have been worn by a soldier. One of the texts mentioned that most people kept memorabilia post-war but these boots didn't seem valuable by most and many were not kept.
Question 2:
It would be interesting to look at various articles or journal entries leading up to the war and after the war and investigate any similarities and differences in the tone or point of view from which these would be written.
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Module Id: 1002
User Id: 1502
Submitted: Monday, July 12, 2021 - 10:59
Question 1:
The mass-produced nail changed the way in which Americans built their homes; this is turn changed the accessibility of Westward expansion.
Question 2:
The story of the nail makes me curious if the history for the process of railroad spikes were similar. I would imagine so as the train helped the ease of shipping and transportation from East to West.
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Module Id: 953
User Id: 1502
Submitted: Wednesday, July 14, 2021 - 12:23
Question 1:
I didn't consider how race played a part in this movement. However, now I do.
Question 2:
I would like to examine personal journals of both black and white women who were for and against women's suffrage to try to see things from their varying perspectives.
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Module Id: 1075
User Id: 1502
Submitted: Thursday, July 15, 2021 - 20:13
Question 1:
The mail connects to broader themes in 19th- century history by the role the local Post Office held within a town. The post master was seen as someone with authority. Meetings would be held at these offices and information would be sent using the post office.
Question 2:
I hadn't considered the role the post office would have played leading up to the Civil War. It was disheartening, yet not surprising, to read how some post masters in the south began to refuse to deliver mail that was related to any anti-slavery rhetoric.
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Module Id: 1021
User Id: 1502
Submitted: Friday, July 16, 2021 - 12:29
Question 1:
Smallpox connects to several broader themes in 18th century history. Most notably, the extreme effects it had on the Native American population and therefore gave way to the white man's 'ease' of claiming territory. It eventually led to exposing (inoculation) people to the disease which would further lead to the practice of vaccination.
Question 2:
Using disease as a lens to understand history is beneficial because it allows to look at how various populations were effected by the same disease. One drawback could be that it may be a narrow scope at which to view and understand history.
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Module Id: 954
User Id: 1502
Submitted: Monday, July 19, 2021 - 10:48
Question 1:
One article mentioned a need for comprehensive workplace regulation and laws protecting the rights of workers, and pushed for the establishment of government agencies and legislation that could guarantee basic rights to workers.
Question 2:
I would love to know why these companies were allowed to pay the same insurance premium no matter the condition of their fire-prevention within the warehouse.
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Module Id: 950
User Id: 1502
Submitted: Monday, July 19, 2021 - 11:12
Question 1:
The boundary stone connects to the borders of DC/Virginia/Maryland and how these actual borders changed throughout the mid 19th century.
Question 2:
Another way students might explore how boundaries have changed over the course of history is to conduct this study on a larger scale. Were there always 7 continents?
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Module Id: 1039
User Id: 1502
Submitted: Wednesday, July 21, 2021 - 09:46
Title: Engagement
Grade Level: Elementary
Short Answer:
One strategy that I have used in the classroom previously and will continue to use is the "See, Think, Wonder" activity. I really enjoyed how Elspeth Inglis incorporated “mystery objects” within her classroom and would like to incorporate these within my own classroom moving forward. I am fortunate enough to teach at a Core Knowledge school that has plenty of history being taught in the elementary setting.
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Module Id: 689
User Id: 1502
Submitted: Tuesday, July 6, 2021 - 18:24
Title: See, Think, Wonder
Grade Level: Elementary
Short Answer:
I would begin with a "see, think, wonder" activity to get the students talking about what significance these boots may have. I would also create a supply and demand activity for the students; one in which the demand far surpassed what they were able to supply. I would be curious to see what type of solutions they would come up with on their own before diving into the reality the US government faced during the Civil War.
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Module Id: 1002
User Id: 1502
Submitted: Monday, July 12, 2021 - 11:02
Title: Rapid Growth
Grade Level: Elementary
Short Answer:
I would assign a hands on project that would require groups of students to construct a model home using the materials provided. Each group of students would be asked to record how long it took them to build their assigned home. Without their knowledge, groups would be given various material supplies. Students would notice other groups completing the task at varying rates and begin to wonder why there was such a difference. Teacher would lead discussion about what factors contributed to the varying rates.
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Module Id: 953
User Id: 1502
Submitted: Wednesday, July 14, 2021 - 12:27
Title: Dressing for the Cause
Grade Level: Elementary
Short Answer:
I would like to explore the two varying perspectives women had during this time. I would like for students to consider how giving women the right to vote could potentially change the dynamic of what was then a typical role for women as mother and housewife.
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Module Id: 1075
User Id: 1502
Submitted: Thursday, July 15, 2021 - 20:18
Title: How to read the document.
Grade Level: Elementary
Short Answer:
Use this guide to help you analyze primary source documents. What are your first impressions?What kind of document is it? Read through the document carefully and make a list of any unusual words or phrases. Last, describe the purpose of this document.
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Module Id: 1021
User Id: 1502
Submitted: Friday, July 16, 2021 - 12:35
Title: Vacca means what?
Grade Level: Elementary
Short Answer:
I would take this opportunity to study latin prefixes and suffixes and how we use these to help shape English words. I would have children do a picture walk of the primary sources before starting the lesson on prefixes and suffixes and before exposing them to any of the content behind it.
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Module Id: 954
User Id: 1502
Submitted: Monday, July 19, 2021 - 10:51
Title: (Un)fair Working Conditions
Grade Level: Elementary
Short Answer:
I would begin similarly by displaying the t-shirt and asking students what they notice about the shirt and how they think it might play into a larger role in history. Next, I would divide the class into two groups: one group who did not have any labor benefits and one who did. Students from the first group would be asked to complete 10 minutes of indoor recess (follow the video) in which they are expected to move with the coordinated video. The second group would be asked to complete the 10 minute video but would have the freedom to take breaks throughout the video. Once complete, groups would trade rolls and then lead the groups in a discussion on working conditions.
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Module Id: 950
User Id: 1502
Submitted: Monday, July 19, 2021 - 11:18
Title: Boundaries
Grade Level: Elementary
Short Answer:
I would start this lesson by splitting students into 3 small groups and give each of them a map of the DMV area. On each map, the boundary lines would vary amongst each designation and favor their assigned location. Students would be tasked with recreating the boundary line. This would lead to a discussion about what factors they had to consider, etc.
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Module Id: 1039
User Id: 1502
Submitted: Wednesday, July 21, 2021 - 09:59