Submitted work by Allison White
Analyzing Objects
Porcelain
Musket Ball
Smallpox
Nail
Reaper
Shirtwaist
Transistor
Coffee
Record
Tire
Dishwasher
Dress
Stereograph
Stone
Shoe
Question 1: Thinking about historical events from different perspectives.
Question 2: Objects can show what life was like during a specific time period.
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Submitted: Tuesday, July 6, 2021 - 12:23
Question 1:
It is a record. The name of the song is Young America. The artist is Nora Bayes. It looks like it is mass produced.
Question 2: This object may show the broader themes of mass production and mass culture.
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Submitted: Thursday, July 8, 2021 - 17:15
Question 1: The dress is long and it is white. It has sash that says women's suffrage.
Question 2: The dress can tell about the culture of the time period.
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Submitted: Monday, July 12, 2021 - 18:04
Question 1:
It is a women's blouse. It has buttons. The waist area is narrow. It has long sleeves and has covers up to the neck area.
Question 2:
It can help connect to the culture of the time period, like gender roles, social norms, and manufacturing.
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Submitted: Tuesday, July 13, 2021 - 13:03
Question 1:
It is a dishwasher. The picture is black and white. It looks like it's from the 1950s.
Question 2:
The dishwater is a labor-saving device. The object may connect with liberating women from the traditional role of housewife.
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Submitted: Wednesday, July 14, 2021 - 13:48
Question 1:
It is a cup and saucer. It appears to be fine porcelain and it appears to be hand-crafted. It has a nice design and different colors.
Question 2:
The object could connect to a certain social class in American culture. The production of the object may have been made by artisans. The object could be an important trade item.
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Submitted: Sunday, July 18, 2021 - 14:19
Question 1:
It appears to be a lot of discarded tires. It appears to be in some kind of junkyard. The tires could be waste.
Question 2:
Consumer items and the environment could be the broader themes connected to the object.
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Submitted: Monday, July 19, 2021 - 13:57
Question 1:
It is a can of coffee. It looks old. Nestle's is the company that canned the coffee. The can gives instructions on how to make the coffee. The can lists the weight of the product.
Question 2:
This can of coffee could have been given to soldiers during a war or it could be a consumer product. The object might connect to mass production and the US economy.
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Submitted: Friday, July 23, 2021 - 10:56
Question 1:
Analyzing sources, considering different perspectives, and developing interpretations that help the individual better understand history.
Question 2:
By looking at characteristics of an object and making observations of that object, an individual can be better informed of how the object played a role in history, and perhaps how it impacted society. The object can also help explain what was going on during a certain time period.
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Submitted: Tuesday, July 6, 2021 - 13:28
Question 1:
The song is about assimilation into American society. During the 2nd wave of immigration, more immigrants came from eastern and southern Europe instead on Northern and Western Europe. Industrialization was the cause of this massive immigration. Factories were looking for unskilled labor and this provided a pull factor (economic opportunity) for these immigrants.
Question 2:
Paper records from Ellis and Angel Islands, changes in food, changes in language and cultural norms, laws passed by Congress to include or exclude certain ethnic groups of immigrants, and increased sizes of cities.
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Submitted: Thursday, July 8, 2021 - 17:48
Question 1:
The white dress was a symbol of the women's suffrage movement. My wearing the dress, it showed a commitment to the cause. Women wore white dresses when marching and protesting. The white dress symbolized purity and unity and was even derived from Greek and Roman symbolism.
Question 2:
I would want to examine historians' research on the suffrage movement. Examining collections of pictures and speeches would help me to better understand the women's suffrage movement.
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Submitted: Monday, July 12, 2021 - 18:41
Question 1:
The shirtwaist represents a change in manufacturing and cultural norms for women. Before the shirtwaist, women dressed in restrictive clothing which limited their movement and opportunity to work outside the home. The shirtwaist liberated women to be more active. The shirtwaist also represented a shift in work to the factory setting. Because of the high demand for the shirtwaist, shirtwaist workers were moved to centralized factories so owners could have a more efficient operation and make more profit.
Question 2:
How much liability did factory owners have for the welfare of the worker? How much impact did factory accidents and deaths have in beginnings of the union movement? Did collective bargaining begin during this time period? Was there a hierarchy within the labor movement? What could factory owners do to prevent future disasters?
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Submitted: Tuesday, July 13, 2021 - 13:30
Question 1:
The dishwater connects to many broader themes. First, it is a labor-saving device. This device will help women have more time to pursue endeavors outside of the home, which will impact gender roles. Second, the object is a consumer item. It shows the the economic and industrial power of the United States during the Cold War time period. Economic and industrial power were major themes during the competition between the US and Soviet Union.
Question 2:
This module showed that the Cold War was much more than a military conflict. It was an intense competition between ideologies and ways of life. Economic and industrial competition between the US and the Soviet Union demonstrated power. This competition was used for propaganda purposes. Something as simple as a dishwasher showed the advancement of a country (the US) in raising the standard of living for its citizens. This was literally discussed at the "Kitchen Debate" in Moscow between Nixon and Khrushchev.
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Submitted: Wednesday, July 14, 2021 - 14:20
Question 1:
Porcelain was a British luxury item imported to the colonies. Britain and the colonies had a mercantilism system where the colonies provided raw materials to the mother country and the colonies bought imports from the British. The British put import taxes on their imports to the colonies. As protests began against the British and their taxes, British goods, such as porcelain, were boycotted by American colonists. Not buying British goods and buying American-made good became a symbol of support to American resistance to the British Parliament and its taxes.
Question 2:
I would like to know more about the ideas of John Locke and the Enlightenment as causes of the American revolution. The American idea of no taxation without representation and natural rights were unique for this time period. The political philosophy of John Locke and the ideas of Enlightenment helped lay the foundation for the American Revolution and should be included in any analysis of its causes.
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Submitted: Sunday, July 18, 2021 - 14:52
Question 1:
The tires represent an essential resource at the time: rubber. The broader theme is rationing during World War II. With rationing comes great control of the economy from the federal government. A broad theme that these tires represent is increased government power over the economy during wartime which directly impacted the consumption behavior of the citizens.
Question 2:
What is the purpose of the posters? What kind of behavior are the posters trying to modify? How are the posters presented? Are the posters using patriotism to increase effectiveness of the message?
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Submitted: Monday, July 19, 2021 - 14:25
Question 1:
Instant coffee connects with the broader themes of the war effort and consumerism and culture after the war. There was a massive need to make sure soldiers were getting the calories and vitamins. Canning meals become for soldiers that can withstand hostile conditions was a major priority for the US military. The canned industry was accelerated because of World War II. With the abrupt end of World War II, the canning industry had to change to a consumer economy. This including changing consumer attitudes and behavior toward canned food. This also involved gender roles.
Question 2:
One limitation of analyzing advertising for understanding the changing of women's roles is that advertisers' primary goal was to make money and sell a product. During the war, women were encouraged by the government to be self-sufficient and can their own food. After the war, advertisers tried to change behavior to sell their product. Another limitation is that advertisers represented only one perspective on a woman's role. There were other factors involved the changing of women's roles during the 20th century, like civil rights, access to birth control, and the opening of more professions for women.
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Submitted: Friday, July 23, 2021 - 12:10
Title: Analyzing Sources and Objects
Grade Level: High
Short Answer:
I believe setting up multiple stations with different sources and objects for students to analyze would be effective. I would select a topic and have a variety of sources and objects for the students to analyze to help them gain different perspectives on that topic. After the students were done analyzing the sources and objects, I would have them review their findings and make a conclusion about the topic.
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Submitted: Tuesday, July 6, 2021 - 13:35
Title: Immigration
Grade Level: High
Short Answer:
I would use a lot of sources for this topic and have students analyze those sources to reach a conclusion. Sources such as pictures and charts can give a more detailed impression of the impact of immigration in the US from 1880-1920.
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Submitted: Thursday, July 8, 2021 - 17:54
Title: Women's Suffrage
Grade Level: High
Short Answer:
I would have students investigate gender roles during the history of the United States since the founding of the Republic, with emphasis on the political rights of women. We would focus on key women and documents during the movement in the 1800s. Then we look at the impact of World War I on the impact of the movement. Analyzing primary sources like pictures and writings would also be incorporated in the class.
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Submitted: Monday, July 12, 2021 - 18:52
Title: Industrialization, Fashion, and Worker's Rights
Grade Level: High
Short Answer:
First, I would have students analyze multiple primary and secondary sources on industrialization, fashion, and worker's rights from the early 20th century. These sources would be set up in stations where students would walk around the classroom and interact with other students. We would have discussions on how the trend in women's fashion was liberating for women at this time, but also created a restrictive work environment for many women in the garments industry. Finally, we would do a class brainstorm on how factory owners could make their factories safer for their employees.
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Submitted: Tuesday, July 13, 2021 - 13:39
Title: Cold War
Grade Level: High
Short Answer:
The Cold War was much more than a military conflict. I would have students look at the Cold War from different perspectives: ideological, economic, political, social, and cultural. Students would analyze many primary and secondary sources during the Cold War period, with the purpose of making connections among the sources to write a narrative about the time period. Students would be given great latitude in analyzing sources and researching things that interested them during the Cold War time period.
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Submitted: Wednesday, July 14, 2021 - 14:32
Title: Causes of the American Revolution
Grade Level: High
Short Answer:
Through the use the of primary and secondary sources and objects and artifacts, students will achieve a greater understanding of the events that led to American Revolution. When I teach this unit in class, I divide the causes of the American Revolution into five causes: The French and Indian War, the Proclamation of 1763, the Great Awakening, Enlightenment ideas (emphasis on John Locke), and taxes passed by Parliament. I have students analyze primary sources for the Great Awakening and Enlightenment ideas. I usually did a cause and effect activity for the taxes passed by Parliament. I will now incorporate analysis of objects and artifacts so students can better connect the impact of taxes on the actions by the colonists.
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Submitted: Sunday, July 18, 2021 - 15:11
Title: Rationing and World War II
Grade Level: High
Short Answer:
I would use a lot of World War II posters to show how the federal government was trying to get people to conserve resources and provide support for the war. I would have students research different resources during the war and find out where those resources came from. This will help the students make connections between the rationing and the resources. I would have students do an activity that reflects today by asking questions such as: What resources would be most important during a World War today? How effective would a rationing campaign be today?
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Submitted: Monday, July 19, 2021 - 14:38
Title: The Impact of the Canning Industry
Grade Level: High
Short Answer:
I would have students assess the impact of canning technology during World War II. I would have students research soldiers' food during World War I and have them contrast that with soldiers' food during World War II. The use of primary and secondary sources and objects would be used to help engage the students. The next part of the lesson would be the impact of the canning industry after the war. I would use advertisements during the postwar time period as examples of the canning industry trying to change and modify behavior and gender norms. Students would then write a reflective essay connecting the main themes of the impact of the canning industry, specifically the war effort and the impact on modern society.
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Submitted: Friday, July 23, 2021 - 12:41