Submitted work by Jon Pierson

Analyzing Objects

Porcelain

Musket Ball

Smallpox

Nail

Reaper

Shirtwaist

Transistor

Coffee

Record

Tire

Dishwasher

Dress

Stereograph

Stone

Mail

Shoe

Question 1:
Historical thinking is analyzing actions of people to gain a better understanding of how they lived in their times, to find out why they did what they did at that place in time.
Question 2:
By observing objects used in the past we can gain a better understanding of how people in the past lived.
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Question 1:
The shoe appears to be all leather with hand stitching. The strings may be of cotton. I see no metal or rubber. The shoes appear very worn. There is a little V cutout in the back which suggests comfort. The shoe appears to be a work boot.
Question 2:
The boot can connect us to the wearers occupation, like in agriculture or industry. What industries were required for the making of the object like cattle, tanning, weaving. The boots seem to have been worn quiet a bit so perhaps the economy.
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Question 1:
The object appears to be a lady's shirt. It has 3 to 4 buttons, stripes and cuffs. There is some type of tie that goes around a small waist. In the shoulder are the arms are slightly puffed out. It has a small high collar.
Question 2:
I think the shirt indicates a change from clothes being produced in the home to being mass produced in factories. The shirt could be a connection to the rise of pop culture and the fashion industry or US immigration and workplace reform.
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Question 1:
The tea cup and saucer appear to be nice, there are larger matching pieces. I think they're hand painted and accented with gold plating. The saucer is deep.
Question 2:
Hand painting china was a way women in particular could make money. With industrialization items like tea sets were more affordable to the common man and he/she has more time to relax and sip tea. Worldwide trade would play a role in what was being served, whether it was tea, coffee or hot chocolate. Buyers had more money to spend.
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Question 1:
The object is stone, it has carvings, possibly one word is Washington, it has been shaped by a chisel, appears to be embedded and is protected by an iron fence.
Question 2:
I think it is a marker between free and slave states. As such it is a primary source for, prior to and during, the civil war. Learning about the underground railroad. The object could teach us about economic, cultural and geological differences between the colonies/ states.
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Question 1: The objects appear to be iron nails of different sizes.
Question 2:
Different nails indicate different time periods in history. Square nails or older than the round ones we have today. Homes and furniture can be dated by the nails used in their construction. Thomas Jefferson had a nailery at Monticello and later as industrialization grew nails were massed produced in factories.
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Question 1:
The object is used to view photographs. There is a slot to hold photos and a handle. It is made of wood, glass and metal.
Question 2:
Photography was a new technology in which people of all classes embraced. This device is a luxury item which indicates people had more free time and money to spend.
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Question 1: The object is a worn tin can with Nescafe' printed on it.
Question 2:
The object connects to a time in history when food was first being canned and shipped across the country to mass markets. It connects to advertising and mail order and delivery and early consumerism.
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Question 1:
Historical thinking is using a set of skills to analyze primary sources to gain a better understanding of the past.
Question 2:
Using objects encourages learners to formulate questions about how and why an objects was used and why it was necessary.
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Question 1:
The shoes were hastily made in small shops so the government could outfit the huge numbers of new troops. As the government began building the army they became more involved in peoples everyday lives. Government contracts were issued. An income tax was introduced to help pay for supplies such as shoes. A draft was started by the government. Money was printed and was not backed by gold or silver.
Question 2:
Money used at the time. Things like belt buckles, canteens and guns that were mass produced. A draft card issued by the government. A newspaper article calling for additional troops. A government contract with a business for supplies. Photographs of troops with the same uniforms and equipment. A newspaper article about a riot over the draft.
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Question 1:
Often the only employment open to immigrant women was in the clothing industry. The industrial age was full swing as products were brought together to be made under one roof. Labor laws at the time were insufficient and led to the rise of labor unions.
Question 2:
Was the same situation found in other industries? How were male workers of the same time period treated? What was the pay and cost of living?
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Question 1:
The colonies depended on Great Britain for luxury items they could not produce for themselves. The colonists saw themselves as British citizens and the drinking of tea was part of British culture. Under mercantilism Britain grew rich off of American raw materials and the return sales of finished products.
Question 2:
I would like to know what the average person in Great Britain thought about the American colonies and their treatment by the British government. I'd like to know how the Stamp Act effected the lives of rural colonists.
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Question 1:
The north and south developed in different ways the south with its good soil and longer growing season turned to agriculture for economic gain. The north with a shorter growing season, thin, rocky soil turned to manufacturing. The south needed a large cheap workforce to produce and cultivate labor intensive cash crops such as tobacco and cotton and therefore sought to protect slavery. The north didn't need slaves as much and could find a cheap workforce in newly arrived immigrants. The country became increasingly divided over slavery and their ways of life. Compromises, laws and acts were hammered out by congress but it would take a war to make the south give up its slaves.
Question 2:
The French and Indian War greatly changed boundaries in North America. The Louisiana Purchase more than doubled the size of the US and changed boundary lines.
The War for Texas independence and the Mexican- American War changed the southwestern part of the US.
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Question 1:
In earlier centuries in the Americas things were made in the home. Clothing was made by from materials produced on the farm. Work implements and tools were produced on the farm or with the help of the local blacksmith. The log house came from the surrounding woods. With industrialization everyday items like a shirt, ax or even nails were produced in a uniform manner very quickly and sold at a decent price. Americans on the go bought up these new goods and continued on in their pursuit of the American dream.
Question 2:
Americans were expanding across the country as land in the east became depleted of nutrients and many new generations wanted their own land. Factory produced nails made it easier for new land owners to build homes and barns. As they moved they brought slavery, religion and their ways of life.
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Question 1:
Americans were on the go in the 19th century, always trying to improve their station in life. By acquiring new technology such as the stereoscope Americans could keep up with the Joneses. Popular culture was beginning to form as company's began putting their own spin on products and influencing the culture.
Question 2:
Students could view paintings, side view silhouettes, daguerreotypes, photographs, digital images.
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Question 1:
For service men in WWII instant coffee was a quick and efficient way to have coffee, grinding beans and boiling water in the field would be almost impossible. Quick, healthy, light weight foodstuffs helped the US win wars. Mobilization for the war effort and the studies on food nourishment was very important for our soldiers.
Question 2:
The advertising seems to dumb down women's roles. For a man in the home who cooked, the ads would be a deterrent. The advertising assumed that food preparation was the woman's domain, she may have been working outside the home and have other pursuits.
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Title: Adaptations of Westward Expansion
Grade Level: Middle
Short Answer:
I would set up 4 or 5 stations for students to examine primary sources. In groups of 4 they could analyze sources such as photographs, tables for climate/ rainfall, maps, barbed wire, sod, etc. and record what they see, think and wonder about the documents or objects. In turn one person in each group would share their observances and we could discuss and answer questions about each adaptation and how they contributed to settlement of the west.
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Title: Governments Expanding Role in the Mid-Nineteenth Century
Grade Level: Middle
Short Answer:
I would explain how the United States Government took on a larger role in people's lives as a result of the American Civil War. The class would examine Civil War photographs, newspaper articles, political cartoons and posters. I would then have them list clues and evidence to illustrate how government's role was expanding.
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Title: Colonial Boycott
Grade Level: Elementary
Short Answer:
The teacher would explain how American Colonists were dependent on British manufactured goods and their subsequent taxation . To illustrate this dependence photographs of products could be introduced to the class, or items such as clothing, porcelain and tea could be shown and their uses discussed. The instituting of a boycott to protest unfair taxes would be explained. The class could then suggest how they, as colonists, under a boycott, could substitute colonial made goods in place of costly and taxed British manufactured items.
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Title: Issues Diving The Country Prior To The Civil War
Grade Level: Middle
Short Answer:
For this lesson I would present the content as shown and lead a class discussion on how the North and South felt about the issue of slavery and why that was the case. The class would complete a graphic organizer listing the various causes and beliefs.
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Title: Home Construction and History In Your Neighborhood
Grade Level: Middle
Short Answer:
I think a fun class project using these strategies would be to present the History of the Nail to the class and then challenge the students to go out and photographs homes in their neighborhoods built at different time periods. We could then sort the photos by era, the log cabin, balloon frame, modern day and discuss what was happening in society during the times of construction. Hopefully students would gain a new appreciation for older buildings in their neighborhoods. The photos along with a brief explanation of the time period would make an awesome bulletin board display.
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Title: New Technology In the 19th and 20th Centuries
Grade Level: Middle
Short Answer:
I would bring in some examples of new technology from the late 19th or early 20th centuries and discuss with the class how such inventions saved time and labor or offered new sources of entertainment. Their assignment would be to research and fill out a chart of late 19th century or early 20th century labor saving inventions or new sources of entertainment and tell how they helped people in society.
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Title: Civilian Contributions During WWII
Grade Level: Middle
Short Answer:
I would show the videos and some advertisements and have a discussion about food preparation, rationing, and women's roles during WWII. I would show the Rosie the Riveter poster and have my students create a poster depicting how Americans at home helped win WWII or they could write an essay and present to the class.
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