Submitted work by KeriD
Analyzing Objects
Porcelain
Musket Ball
Smallpox
Nail
Reaper
Shirtwaist
Transistor
Coffee
Record
Tire
Dishwasher
Dress
Stereograph
Stone
Shoe
Question 1:
Historical thinking uses a critical analysis of objects, events, and people to construct meaning of the past as it connects to the present.
Question 2:
It could serve to stimulate creativity or provide an intriguing hook into a topic with a mystery to be solved. If they can investigate one object successfully, they will have a process to apply to any item in any context. This boosts confidence levels and fosters a willingness to take on challenges.
Redirect: /content/what-historical-thinking
Module Id: 689
User Id: 1512
Submitted: Wednesday, July 14, 2021 - 14:17
Question 1:
Historical thinking uses a critical analysis of objects, events, and people to construct meaning of the past as it connects to the present by comparing and contrasting source materials.
Question 2:
Primary sources objects will significantly enhance students’ understanding of content; students need to be both cognitively active and emotionally engaged when working with them.
Redirect: /content/connections-essay-historical-thinking
Module Id: 689
User Id: 1512
Submitted: Wednesday, July 14, 2021 - 17:29
Title: KeriD -Teacher - Analyzing Objects and Making Connections
Grade Level: Elementary
Short Answer:
* Present the mystery object and allow students to examine the object closely.
* Model investigative questions for students:
Who used it? List reasons you think so.
What was it used for? List reasons you think so.
What does this tell you about the people who made and used it?
What does it tell you about technology at the time it was made?
* Give students another primary source or secondary source that has a connection to the first object
* Allow student to examine the second object closely
* Optional third object
* Have students answer the questions with evidence - must mention their evidence for their answer
* Students create the story of the object's and their connections
* Discuss the objects as a class and their relevance in historic perspective
* Model investigative questions for students:
Who used it? List reasons you think so.
What was it used for? List reasons you think so.
What does this tell you about the people who made and used it?
What does it tell you about technology at the time it was made?
* Give students another primary source or secondary source that has a connection to the first object
* Allow student to examine the second object closely
* Optional third object
* Have students answer the questions with evidence - must mention their evidence for their answer
* Students create the story of the object's and their connections
* Discuss the objects as a class and their relevance in historic perspective
Redirect: /content/analyzing-objects-wrap
Module Id: 689
User Id: 1512
Submitted: Wednesday, July 14, 2021 - 18:05