Submitted work by Mary Riggs
Analyzing Objects
Porcelain
Musket Ball
Smallpox
Nail
Reaper
Shirtwaist
Transistor
Coffee
Record
Tire
Dishwasher
Dress
Stereograph
Stone
Shoe
Question 1: Cup and saucer, gold trim, specific pattern, fully in tact
Question 2:
This object may relate to colonial times and be an item brought from Europe to America. It may also relate to situations faced in American history regarding its use, such as Tea Act, etc.
Redirect: /content/porcelain-resources
Module Id: 951
User Id: 1509
Submitted: Monday, July 12, 2021 - 20:42
Question 1: Cup and saucer, gold trim, specific pattern, fully in tact
Question 2:
This object may relate to colonial times and be an item brought from Europe to America. It may also relate to situations faced in American history regarding its use, such as Tea Act, etc.
Redirect: /content/porcelain-resources
Module Id: 951
User Id: 1509
Submitted: Monday, July 12, 2021 - 20:43
Question 1:
Historical thinking involves the ability to develop an understanding of events from our past using materials available including both primary and secondary sources.
Question 2:
Introducing students to "artifacts" from the past is particularly helpful because hands-on investigation is engaging and peaks interest. These investigations can be helpful for developing critical thinking skills and lead into deeper discussions of historical events.
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Module Id: 689
User Id: 1509
Submitted: Monday, July 12, 2021 - 21:17
Question 1:
Leather shoes, leather laces, sewn soles. Might be Civil War or surrounding time period.
Question 2:
Questions could be asked regarding who wore the shoes, what their role was (soldier, officer, shopkeeper, etc.). How did they get the shoes? Were the shoes a gift? Were the shoes a luxury for this person or a normal item?
Redirect: /content/shoe-resources
Module Id: 1002
User Id: 1509
Submitted: Saturday, July 17, 2021 - 10:17
Question 1: Shirt with belt and cuffs, buttons. Made of cloth, pinstriped.
Question 2:
The shirt reflects the style of a certain time period as well as whether it was made in a factory or handmade with needle and thread or sewing machine reflects the technological developments of the time period in which it was used.
Redirect: /content/shirtwaist-resources
Module Id: 950
User Id: 1509
Submitted: Tuesday, July 27, 2021 - 14:17
Question 1:
Envelope sent using Confederate Post Office. Names of "Auditor" (not certain of name) and E.E. Alexander (maybe esquire at the end?). Pickens (CH?) in South Carolina.
Question 2:
Relating to Civil War time period 1861-1865 narrowed down as that was the only time the Confederacy existed. Could ask who Mr. Alexander was and what his significance was. Also what is an auditor for the Post Office and their role?
Redirect: /content/mail-resources
Module Id: 1021
User Id: 1509
Submitted: Tuesday, July 27, 2021 - 16:20
Question 1:
Old, carved stone. Appears to be a gravestone or monument of some type although you can't make out the carved words well. Looks to be protected in some way now and well-kept with the fencing and mulch so something significant at any rate.
Question 2:
If it is a gravestone, questions could be asked regarding the time period of the person's life and circumstances surrounding their death. Did they die in war or some tragic circumstance? If it is a monument, what is it's significance? Where is it located and what are the words carved on it?
Redirect: /content/stone-resources
Module Id: 1039
User Id: 1509
Submitted: Tuesday, August 31, 2021 - 21:21
Question 1:
Looks to be an older dishwasher? It has 2 racks and is located under a sink area. If not a dishwasher- maybe another type of kitchen appliance from what looks to be 60's or 70's era?
Question 2:
May relate to changes in mechanization and influence of advertising on the sell of household appliances of the time period.
Redirect: /content/dishwasher-resources
Module Id: 1093
User Id: 1509
Submitted: Tuesday, August 31, 2021 - 21:58
Question 1:
Can of some type of coffee. Mentions a combination of something and ingredients added. Nestle Milk products and only 1 oz in weight.
Question 2:
Questions might be asked regarding this item's use. Was it used during the world war era- was it a soldier's ration? Or was it used in the home?
Redirect: /content/coffee-resources
Module Id: 1147
User Id: 1509
Submitted: Tuesday, August 31, 2021 - 22:35
Question 1:
Porcelain connects to concepts of trade between the Colonies and Britain, as well as with other countries. Colonies were controlled by Britain regarding their trade and began to have more conflict regarding this amongst other areas (taxation, movement West, etc.).
Question 2:
I would like to know where the colonists got most of their porcelain from. Did it come directly from Europe or was it a good that originated in Asia. What were the laws regarding trade with countries other than Britain? Were the colonies limited in their trade with specific other countries?
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Module Id: 951
User Id: 1509
Submitted: Monday, July 12, 2021 - 20:48
Question 1:
Historical thinking involves the ability to analyze documents, primary source material, as well as secondary sources in order to develop an understanding of events from the past. Critically thinking and ability to examine historical perspectives of different varieties are also essential to historical thinking.
Question 2:
Objects can be used in the classroom to deepen understanding as well as to introduce topics to students. Analysis of these objects can foster critical thinking skills as well as engage students in learning in better ways than just simply reading from the textbook or watching a video.
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Module Id: 689
User Id: 1509
Submitted: Saturday, July 17, 2021 - 09:56
Question 1:
These shoes were actually more common due to the beginnings of mass production and beginnings of federal government purchasing of mass supplies for the war effort (and less oversight for quality corresponding with mass spending). It seems that this event (mass purchasing) relates directly to more "firsts" for the expansion of federal government, including use of "fiat" money not backed by gold/silver and implementation of the draft for soldiers as volunteers waned and more soldiers were slaughtered on battlefields as the war grew longer than anyone realized it would be.
Question 2:
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Module Id: 1002
User Id: 1509
Submitted: Saturday, July 17, 2021 - 10:35
Question 1:
These shoes were actually more common due to the beginnings of mass production and beginnings of federal government purchasing of mass supplies for the war effort (and less oversight for quality corresponding with mass spending). It seems that this event (mass purchasing) relates directly to more "firsts" for the expansion of federal government, including use of "fiat" money not backed by gold/silver and implementation of the draft for soldiers as volunteers waned and more soldiers were slaughtered on battlefields as the war grew longer than anyone realized it would be.
Question 2:
Other primary source documents, including government records of purchases for war materials may be used to investigate the growth of government purchasing power during the Civil War time period. Other primary sources (such as speeches or diary entries) and secondary sources (textbook and online material) can be used to investigate the arguments between federal versus state government proponents during the Civil War time period and the move to stronger federal government control following this time period.
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Module Id: 1002
User Id: 1509
Submitted: Tuesday, July 27, 2021 - 14:03
Question 1:
The shirtwaist connected to many broader themes in 20th Century history, including mechanization in manufacturing, beginnings of Unionization, workers' safety and workers' rights.
Question 2:
Questions regarding child labor and safety might be raised regarding this time period and topic of discussion.
Redirect: /content/shirtwaist-connections-essay
Module Id: 950
User Id: 1509
Submitted: Tuesday, July 27, 2021 - 16:00
Question 1:
Several issues related to mail and the antislavery movement became significant. As anti-slavery newsletters and newspapers became more prominent, certain groups of people wanted to censor the information from being sent. Protests followed regarding postal delivery of those newspapers as the issue became more and more heated within the society of the time.
Question 2:
Redirect: /content/mail-connections-essay
Module Id: 1021
User Id: 1509
Submitted: Tuesday, August 31, 2021 - 21:06
Question 1:
Several issues related to mail and the antislavery movement became significant. As anti-slavery newsletters and newspapers became more prominent, certain groups of people wanted to censor the information from being sent. Protests followed regarding postal delivery of those newspapers as the issue became more and more heated within the society of the time.
Question 2:
I have always known from reading letters written by Thomas Jefferson and information from the Constitutional Convention that the slavery divide between North and South began to occur well before the Civil War ever began. Resources in this module further support that, including the situation mentioned with Andrew Jackson, the mail burning, post office issues, and other colonial era documents. It's really quite amazing the war took as long as it did to begin considering the divide that was occurring well before the mid-1800's.
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Module Id: 1021
User Id: 1509
Submitted: Tuesday, August 31, 2021 - 21:12
Question 1:
The stone was actually one of the boundary stones laid prior to the building of Washington D.C. Many issues developed regarding slavery during this time period surrounding the building of the city. Changes regarding Alexandria happened relating to slavery. Then slave trade was outlawed in the city but still allowed in surrounding areas and then as the Civil War grew nearer, other issues developed surrounding the city including those with the Fugitive Slave Act and the Missouri Compromise and Kansas Nebraska Act. Where would slavery be allowed and where would it not be allowed? And then, eventually, the war.
Question 2:
Quite a number of boundary changes could be explored by students. Maps could be examined for differences in time periods - Maps prior to French and Indian War, then after in the Colonies. Maps of Virginia over time could be compared- Jamestown, growth into Piedmont/Blue Ridge, then the change when West Virginia seceded. Primary sources from Washington's surveys could even be examined- some markers are even noted in the Dismal Swamp area and other areas of the state that he is known for exploring.
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Module Id: 1039
User Id: 1509
Submitted: Tuesday, August 31, 2021 - 21:47
Question 1:
I had forgotten about the Kitchen Debates! Very interesting how an early household "gadget" could fuel a debate between two countries regarding their economic systems. Communism versus capitalism. And the scenario of the U.S. and what was an ally during WWII moving back into the realm of enemy- very strange times for these countries.
Question 2:
Events from World War II, rebuilding of Europe (Marshall Plan) after the war, and the issues with the Soviet Union (Kitchen Debates, etc.) after the war are all important to understanding how we ended up in the Cold War.
Redirect: /content/dishwasher-connections-essay
Module Id: 1093
User Id: 1509
Submitted: Tuesday, August 31, 2021 - 22:24
Question 1:
Instant coffee relates to the WWII era in that it was used as a soldier's ration during the time period when the government and companies were trying to accomplish the task of feeding soldiers in a healthy way but by creating freeze-dried or canned foods that were easier to prepare or keep. When the war ended and supplies of these types of foods was still high, manufacturers were faced with the need of marketing these products to women to use in the home who were used to preparing things more homemade.
Question 2:
Women had to step up to the plate and help in manufacturing processes and other war efforts during the war years. But after that, their role went back into the home where they were used to home food preservation and cooking from scratch. As more of the prepared foods became advertised and more widely available as well as modern appliances, their roles adjusted somewhat to those changes although these modern "conveniences" weren't necessarily always viewed in a positive light.
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Module Id: 1147
User Id: 1509
Submitted: Tuesday, August 31, 2021 - 23:05
Title: Teacher
Grade Level: Elementary
Short Answer:
I really like to use replicas of objects from the past as well as items from kits I have had previously from Colonial Williamsburg primary source kits. I give students the "artifacts" to examine and several questions to answer such as what the items are made of, the items' use, and other historical content surrounding the item. In addition, a simulation of sorts is helpful when helping students to understand the concept of taxation without representation. In the simulation I have used, students must pay candy for various "taxes" (articles of clothing they are wearing), but they have no "representation in Parliament." This activity leads to a discussion of how the Colonists felt. This activity could likely be modified to include information presented in this module regarding restrictions placed on trade between the Colonies and Britain as well.
Redirect: /content/porcelain-wrap
Module Id: 951
User Id: 1509
Submitted: Monday, July 12, 2021 - 21:08
Title: "Artifacts" and Taxation simulation
Grade Level: Elementary
Short Answer:
I really like to use replicas of objects from the past as well as items from kits I have had previously from Colonial Williamsburg primary source kits. I give students the "artifacts" to examine and several questions to answer such as what the items are made of, the items' use, and other historical content surrounding the item. In addition, a simulation of sorts is helpful when helping students to understand the concept of taxation without representation. In the simulation I have used, students must pay candy for various "taxes" (articles of clothing they are wearing), but they have no "representation in Parliament." This activity leads to a discussion of how the Colonists felt. This activity could likely be modified to include information presented in this module regarding restrictions placed on trade between the Colonies and Britain as well.
Redirect: /content/porcelain-wrap
Module Id: 951
User Id: 1509
Submitted: Monday, July 12, 2021 - 21:09
Title: Analysis of Objects using See Think Wonder chart
Grade Level: Elementary
Short Answer:
I usually use some guided questions that are modified from SOL standards when I do "artifact investigation" in class. But I like the See Think Wonder chart that is in this module too. I think it would be very useful to incorporate this with object analysis activities. I like to do some form of hands on investigation with each unit when possible.
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Module Id: 689
User Id: 1509
Submitted: Saturday, July 17, 2021 - 10:12
Title: Civil War primary source investigation
Grade Level: Elementary
Short Answer:
Some of our historical national park sites offer "traveling trunks" filled with primary source materials that can be used for hands-on investigation in the classroom. One that I have utilized in the past has been from the American Civil War Museum (Tredegar) in Richmond, VA. They have provided Civil War uniforms and a multitude of other materials related to Civil War soldier life, as well as classroom guides for using these materials. These materials provide an excellent way for students to dive deeply into Civil War time period and better understand the reality of those who lived through it.
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Module Id: 1002
User Id: 1509
Submitted: Tuesday, July 27, 2021 - 14:12
Title: Industrial Age Deep Dive
Grade Level: Middle
Short Answer:
A good resource for material relating to this module is found at https://edsitement.neh.gov/lesson-plans/industrial-age-america-sweatshops-steel-mills-and-factories. It involves taking a deeper look into events including the Haymarket Affair, Homestead Strike, and Triangle Shirtwaist Fire. Students examine various online sources in order to examine the issues faced by workers, management, and the events that transpired. Sweatshops of the past are examined as well as looking into sweatshops of today.
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Module Id: 950
User Id: 1509
Submitted: Tuesday, July 27, 2021 - 16:12
Title: Document investigation
Grade Level: Elementary
Short Answer:
A good activity with material in this module would be a document investigation. Students could work together to analyze various documents regarding division between North and South over slavery. Letters from the Revolutionary time period and other documents in timeline order up until the 1800's could be used to demonstrate the building up of tensions leading to the Civil War.
Redirect: /content/mail-wrap
Module Id: 1021
User Id: 1509
Submitted: Tuesday, August 31, 2021 - 21:15
Title: Map investigation
Grade Level: Elementary
Short Answer:
Students work together to examine the changing shape of Virginia over time. They examine maps of early Jamestown, then Colonial Virginia, Virginia prior to the Civil War, and Virginia after West Virginia split away. In this examination, focus on the issues and events surrounding the changes of the maps.
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Module Id: 1039
User Id: 1509
Submitted: Tuesday, August 31, 2021 - 21:52
Title: Exploring the changes of modernization after WWII
Grade Level: Middle
Short Answer:
It would be an interesting project for students to examine photos, videos, and advertisements of the post-war era in order to see how daily life changed in the home. Students could create a timeline of inventions or focus on a particular invention to create a report that explained the significance of that invention to the daily lives of Americans in the era. Then also describe how that invention impacts our lives today. Past and present comparison.
Redirect: /content/dishwasher-wrap
Module Id: 1093
User Id: 1509
Submitted: Tuesday, August 31, 2021 - 22:31
Title: Daily life of soldiers and daily life on the homefront
Grade Level: Elementary
Short Answer:
It could be an interesting compare and contrast activity to compare daily life of soldiers during different war periods. For example, the types of foods eaten by Civil war soldiers as compared to those in WWII. What was the same in soldier camp and what was different? Along the same lines, a comparison of daily life on the homefront for the two different war eras- what was the role of women in the Civil War and compared to WWII? What was the same and different? Who had it better? Or were they both equally difficult for different reasons?
Redirect: /content/coffee-wrap
Module Id: 1147
User Id: 1509
Submitted: Tuesday, August 31, 2021 - 23:13