Submitted work by Angela Johnson
Analyzing Objects
Porcelain
Musket Ball
Smallpox
Nail
Reaper
Shirtwaist
Transistor
Coffee
Record
Tire
Dishwasher
Dress
Stereograph
Stone
Shoe
Question 1:
Using information that you already know about the past to help explain why something happened or what something is. Using what you already know to help explain something from the past. Having a mindset in the past.
Question 2:
You can look at objects and see how they have changed over time. Looking at objects from the past can give you an idea why people did what the did and how they may have lived.
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Module Id: 689
User Id: 1513
Submitted: Monday, July 12, 2021 - 19:27
Question 1:
The can looks old with scratches and rust on it.
Doesn't look like it has ever been opened.
It is a coffee can.
It was made in New York.
The coffee inside weighs 1 oz.
Doesn't look like it has ever been opened.
It is a coffee can.
It was made in New York.
The coffee inside weighs 1 oz.
Question 2:
Could determine what time frame this was manufactured and that would help us know who used it. Knowing what era it's from might help us know how they made their coffee as well.
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Module Id: 1147
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Submitted: Tuesday, July 20, 2021 - 08:44
Question 1:
It looks like an envelope.
It's older because it has Confederate States of America. Probably mailed from a southern state to SC.
Says Auditor's Office
Used calligraphy
No zip codes at that time.
Says it's official business
It's older because it has Confederate States of America. Probably mailed from a southern state to SC.
Says Auditor's Office
Used calligraphy
No zip codes at that time.
Says it's official business
Question 2:
I would think it could connect to the Civil War because it has Confederate States of America.
Who sent the official business letter and what could it be about. Maybe since it came from the Auditor's Office, it's about value of the land or house.
Who sent the official business letter and what could it be about. Maybe since it came from the Auditor's Office, it's about value of the land or house.
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Module Id: 1021
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Submitted: Wednesday, July 21, 2021 - 08:26
Question 1:
It is made of stone and very weathered looking. It has some type of writing on it. It seems to be in a fenced in area to be protected.
Question 2:
It may be a tombstone on a grave for an important or influential person in history. It could also be a marker for something important that happened in that spot.
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Module Id: 1039
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Submitted: Thursday, July 22, 2021 - 08:21
Question 1:
It's a dishwasher from back in the day. Not exactly sure when they came out. Looks like a nice kitchen, probably from a well to do family. It has 2 racks. Looks like the top rack spins.
Question 2:
Women becoming more independent in the kitchen. Cutting the work time in half. Having more time to do other things instead of just cleaning in the kitchen. Maybe women gaining more rights.
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Module Id: 1093
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Submitted: Monday, July 26, 2021 - 12:06
Question 1:
A lot of old tires. Some look newer with more tread on them. Others look worn out. They look like they are just piled and thrown in front of a factory. May be an abandoned tire factory.
Question 2:
Maybe it has to do with the invention of better tires/automobiles. Or the recession that caused factories to close down and people to lose their jobs.
Redirect: /content/tire-resources
Module Id: 1108
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Submitted: Tuesday, July 27, 2021 - 12:08
Question 1:
I see old shoes that are worn out and dirty. The laces look like leather. There is stitching on the bottom of the shoes that may be hand done because it's not perfectly stitched.
Question 2:
These shoes may be from the past and may connect to a soldier. Which war would these shoes have been worn in?
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Module Id: 1002
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Submitted: Thursday, July 29, 2021 - 12:02
Question 1:
Looks like very nice china. It has matching pieces. Very detailed. Not sure if it is from the 19th or 20th century.
Question 2:
What type of people would be able to afford this? Where they plantation owners? Where these people slave owners?
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Module Id: 951
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Submitted: Wednesday, August 11, 2021 - 16:05
Question 1:
Looks like very nice china. It has matching pieces. Very detailed. Not sure if it is from the 18th or 19th century.
Question 2:
What type of people would be able to afford this? Where they plantation owners? Where these people slave owners?
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Module Id: 951
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Submitted: Wednesday, August 11, 2021 - 16:06
Question 1:
Looks like very nice china. It has matching pieces. Very detailed. Not sure if it is from the 18th or 19th century.
Question 2:
What type of people would be able to afford this? Where they plantation owners? Where these people slave owners?
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Module Id: 951
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Submitted: Thursday, August 12, 2021 - 19:06
Question 1:
Answering a series of questions about an object or an event. When answering these questions, think about the sources that it came from and the different perspectives. You should have a primary source and a secondary source of information.
Question 2:
I really like what Elspeth Inglis does with her students. She has her students answer a series of questions and then come up with an answer for what they think it is. Instead of her telling them if it is wrong or right, she gets them to think about what they said and see if it makes sense. Now her students are using their critical thinking skills.
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Module Id: 689
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Submitted: Monday, July 12, 2021 - 20:23
Question 1:
The coffee connects to other pre prepared foods. During the wars, the soldiers needed foods that would not spoil during transport or on the fields. It led the way for other instant and pre packaged foods to be more accepted in households as well. Women started to see an easier way to prepare meals other than from scratch.
Question 2:
The advertisements suggested that women could be more than just a homemaker. They suggested that women would have more time to do other jobs if they used pre prepared foods. It made cooking faster. The commercials showed real American women in a brighter light. Surveys conducted earlier suggested that women that used the pre packaged foods were lazy and single. (They were the 2 that stood out to me) I feel the commercials gave women a sense of freedom from the kitchen. Not everything had to be made from scratch. Women were still kept their worth in the house even if they used pre prepared meals.
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Module Id: 1147
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Submitted: Tuesday, July 20, 2021 - 12:42
Question 1:
The post office was used as a way to campaign against slavery. In 1835 over 175,000 antislavery tracts were sent out. The Liberator was a newspaper sent through the post office against slavery.
To counter this, by 1850, the southern states made it illegal to send abolitionist materials through the mail.
To counter this, by 1850, the southern states made it illegal to send abolitionist materials through the mail.
Question 2:
I didn't realize that after the Revolutionary War, our founding fathers wanted to try to fade out and end slavery. I knew that it was big in the southern states as free labor. I didn't know that the postal service was a way to send anti slavery materials. I also didn't know that the postal system had such a huge impact on the states. Southerners were very angry and even burned antislavery mail and refused to deliver it.
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Module Id: 1021
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Submitted: Wednesday, July 21, 2021 - 08:57
Question 1:
The boundary stone was used to mark where the Capital was going to be located. The boarder was meant to unite the North and the South into 1 country with a strong central government. It separated the slave states and the free states. The capital was build by slaves as well. Alexandria was the biggest slave trade place.
Question 2:
This could bring up how Alexandria was once in with Washington and then changed back to VA. They could learn about how West Virginia used to be part of VA but disagreements in slavery caused a separate state to form.
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Module Id: 1039
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Submitted: Monday, July 26, 2021 - 11:00
Question 1:
1945 end of the fighting-Factories now made cars, refrigerators, televisions and dishwashers that used to make equipment for the war. American's had a monopoly on production since European factories were in rubble after the war. Problem was the Europeans were poor. So The Marshall Plan sent $13 billion to Europe. It connects it by understanding the production after the war. During the war, war equipment was produced and they changed the production after the war for advancement.
Question 2:
I didn't realize the Cold War lasted 5 decades. I also did not know that factories made war equipment, then after the war, started making other items. I did enjoy watching the video of the kitchen debate with Khrushchev and Nixon. Nixon stressed capitalism- high standard of living to average Americans. Khrushchev said the US had substituted materialism for real values. I believe I answered some of this question in the first one as well.
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Module Id: 1093
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Submitted: Tuesday, July 27, 2021 - 09:04
Question 1:
I believe that it signifies the end of the war and all the old tires where thrown away and new production started. These tires were worn out due to the factories not making tires for vehicles anymore but used the rubber to make belts for tank, truck and airplane engines to support the war. The tires had to stay on the cars longer and civilians had to make sacrifices not only with joy rides, but with gasoline and food as well.
Question 2:
Why do you think there are so many tires in one place? Do the tires look new or old? Do the tires look modern? What do you think these tires were used on? Where do you think these tires are?
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Module Id: 1108
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Submitted: Thursday, July 29, 2021 - 11:33
Question 1:
These are the shoes that soldiers wore during the Civil War. It connects to the Federal Government having more to do with the civilians. There was no mass production at the beginning of the war and had to break orders down into smaller orders. By the end of the war the production of shoes had become faster and more mechanized. It connects the federal government having to do drafts for soldiers. Making people fight even if they did not want to. At the beginning of the war, there were a lot of volunteers. This changed.
Question 2:
I'm not sure I'm answering this correctly but I would want my kids to know more about the draft and how individuals did not have a choice in fighting in the war. The government made them. I would use this website to help explain what it was all about.
New York City Draft Riots 1863 for Kids - The American Civil ...https://civilwar.mrdonn.org › draftriots
New York City Draft Riots 1863 for Kids - The American Civil ...https://civilwar.mrdonn.org › draftriots
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Module Id: 1002
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Submitted: Tuesday, August 10, 2021 - 08:14
Question 1:
It was made in Britain. It could connect to the British government taxing the colonialist on imports. The 1765 Stamp Act was the first crisis between colonist and Great Britain. Leads to the no taxation without representation. The colonialist boycotted and did a patriotic self sacrifice and did not buy items from Britain.
Question 2:
What was the final "straw" that made the Colonist want to go to war? Were the Colonist losing money? How many acts/taxes did GB oppose on the Colonist? Were the people in GB subject to the same taxes as the Colonist?
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Module Id: 951
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Submitted: Thursday, August 12, 2021 - 19:41
Title: 5th grade Teacher
Grade Level: Elementary
Short Answer:
We teach Virginia History in 5th grade. I would love to use some of Elspeth Inglis's ideas. I really like that the students have to answer questions, then decide what they think an object is. Then go back and make sure it makes sense.
I would definitely have to tell my students what to look for and what questions to ask with any activity. I even learned what to look for. I would have never thought to look at the painting on a chair in the family portrait.
I could use Native American artifacts and have the students decide if it was made by the Indians or the English. Have them answer questions to see what they think it was used for. This is so much more interesting then just dates, places, and people to remember.
I would definitely have to tell my students what to look for and what questions to ask with any activity. I even learned what to look for. I would have never thought to look at the painting on a chair in the family portrait.
I could use Native American artifacts and have the students decide if it was made by the Indians or the English. Have them answer questions to see what they think it was used for. This is so much more interesting then just dates, places, and people to remember.
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Module Id: 689
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Submitted: Monday, July 12, 2021 - 20:31
Title: 5th grade teacher- TV Persuasion- Past and Present
Grade Level: Elementary
Short Answer:
I think it would be interesting to see how many commercials the students might see about pre packaged food in a 30 minute span. Then have them keep track of their meals for a couple days. We could then analyze their meals and see how many items were made from scratch and how many items were from packages.
We could then connect from the past to present and see how much easier food preparation has become. Discuss how food was prepared before the invention of packaged food.
Maybe write a journal of life as an American Indian and the way they found and cooked food.
We could then connect from the past to present and see how much easier food preparation has become. Discuss how food was prepared before the invention of packaged food.
Maybe write a journal of life as an American Indian and the way they found and cooked food.
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Module Id: 1147
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Submitted: Tuesday, July 20, 2021 - 12:53
Title: What's in the mail?
Grade Level: Elementary
Short Answer:
I would have them in groups and show them the envelope. Have them describe what they see on the envelope. I would have to give background information about the importance of the post office. Explain that the northern states used it as a way to send anti slavery materials and the southern states made it illegal to send abolitionist materials through the mail.
Maybe have them come up with an idea or newsletter against slavery that could be sent through the mail. Can they disguise it so the southern states would receive it? Or would the newsletter be found and burned?
Maybe have them come up with an idea or newsletter against slavery that could be sent through the mail. Can they disguise it so the southern states would receive it? Or would the newsletter be found and burned?
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Module Id: 1021
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Submitted: Wednesday, July 21, 2021 - 09:22
Title: Setting Boundaries
Grade Level: Elementary
Short Answer:
Show students the same picture of the stone and ask them to describe it and what they think it might be.
Explain to the students what the stone is and give some background information.
Connect it to real life by imagining we are creating a new city. Have students come up with their own rules to live by in the city. See if all the students agree with all the rules. If not, have them decide if they could live with the rules even if they don't agree with them. If not, is there enough kids to start a separate city. Explain that not everyone agreed and that's why boundaries were moved and new states and cities were created.
Explain to the students what the stone is and give some background information.
Connect it to real life by imagining we are creating a new city. Have students come up with their own rules to live by in the city. See if all the students agree with all the rules. If not, have them decide if they could live with the rules even if they don't agree with them. If not, is there enough kids to start a separate city. Explain that not everyone agreed and that's why boundaries were moved and new states and cities were created.
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Module Id: 1039
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Submitted: Monday, July 26, 2021 - 11:17
Title: The Dishwasher Debate
Grade Level: Elementary
Short Answer:
I teach VA history, so I could connect the dishwasher with the American Indians and Jamestown settlers with the modern times. How have times changed? When do you think the dishwasher was invented? Why do you think the dishwasher was invented? (This could lead to me throwing in the part about the Cold War and how production changed from war equipment to other items for the home) How has the dishwasher made life easier? Do you think it takes away from real family values? (Then I could tell them about the kitchen debate) Ask them which way they would prefer to wash dishes and why.
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Module Id: 1093
User Id: 1513
Submitted: Tuesday, July 27, 2021 - 09:29
Title: What would you give up?
Grade Level: Elementary
Short Answer:
Show my students the picture. Ask them some question. Why do you think there are so many tires in one place? Do the tires look used or not? What might these tires been used for?
Next, tell them about the rationing for the war efforts. Tell them what civilians had to give up and why.
Have students think of things that they would give up to support a cause or help our country if needed. Might be hard for them to understand a war but we could brainstorm a good cause that takes sacrifice from us.
Next, tell them about the rationing for the war efforts. Tell them what civilians had to give up and why.
Have students think of things that they would give up to support a cause or help our country if needed. Might be hard for them to understand a war but we could brainstorm a good cause that takes sacrifice from us.
Redirect: /content/tire-wrap
Module Id: 1108
User Id: 1513
Submitted: Thursday, July 29, 2021 - 11:48
Title: Shoes of Choice?
Grade Level: Elementary
Short Answer:
I would show my class the shoes. Ask them to describe the shoes and what and who do you think they were used for? Give them background information about the increased involvement of the federal government. Show the video about the drafts. Have my students tell me how they would feel if the government came to their house and told them that they had to fight in a war. Or a family member had to fight in a war. How does it make them feel that they do not have a choice. Connect it to everyday life. What if he all had to eat the same thing everyday? That the government told us what we could and couldn't eat. (Just an example) Ask them to compare and contrast how that is the same and different from today.
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Module Id: 1002
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Submitted: Tuesday, August 10, 2021 - 08:22
Title: Is it fair?
Grade Level: Elementary
Short Answer:
I would show my students the tea cup and ask them to describe it and who do they think would own it. Introduce them to the 13 colonies and some of the taxes that GB opposed on them. Ask them if they would think it's fair to have someone make rules for them and not have any say so in the matter. Ask them if that happens now to them and how it makes them feel. (Try to connect it to everyday life-school and home rules) Ask them if they could give up something (boycott) to prove their point. Have them give an example of a rule that they do not agree with and what they are willing to give up to have that rule changed.
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Module Id: 951
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Submitted: Thursday, August 12, 2021 - 19:52