Submitted work by Stephanie Carrico
Analyzing Objects
Porcelain
Musket Ball
Smallpox
Nail
Reaper
Shirtwaist
Transistor
Coffee
Record
Tire
Dishwasher
Dress
Stereograph
Stone
Shoe
Question 1:
Historical thinking is the skills used to analyze things from the past to explain why they are meaningful. It helps us provide accurate stories about what happened in the past.
Question 2:
Using objects challenges students to think in different ways, such as creatively and/or conceptually. This encourages them to make a hypothesis about how to interpret and analyze the objects. This activity can also involve cooperative learning, so they can work together.
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Module Id: 689
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Submitted: Monday, July 12, 2021 - 11:39
Question 1:
I notice that they look very worn out, so perhaps they may have been worn every day. They do resemble shoes today, having strings, soles, and seem to made of leather.
Question 2: These boots look like they have been worn by a soldier in the war.
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Submitted: Tuesday, July 20, 2021 - 12:33
Question 1:
I notice the markings on this stone make it look like a grave or some sort of marker in a cemetery. It definitely looks very old.
Question 2: It is probably the grave of someone famous in history.
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Module Id: 1039
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Submitted: Tuesday, July 27, 2021 - 13:00
Question 1:
It is the smallpox virus seen under a microscope. It's very blurry, so I'm sure it is magnified a lot to be able to see it.
Question 2:
I think this virus was brought to the United States by the Spanish when they brought diseases to the Native Americans, killing thousands during exploration.
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Submitted: Tuesday, August 3, 2021 - 08:00
Question 1:
It looks like an envelope or some type of letter. The name and address appears to be written by hand. It has a postage stamp also.
Question 2:
It seems this is a piece of mail sent during the Civil War since it says the Confederate States of America. Mail was one of the only forms of communication during that time period.
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Module Id: 1021
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Submitted: Tuesday, August 10, 2021 - 13:40
Question 1:
I see that it is round and looks like a rock. It is bigger than I imagined a musket ball would be.
Question 2:
I know the soldiers fired muskets during the Boston Massacre, so they had to use these musket balls.
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Submitted: Monday, August 16, 2021 - 21:42
Question 1:
I see that it is round and looks like a rock. It is bigger than I imagined a musket ball would be.
Question 2:
I know the British soldiers fired muskets during the Boston Massacre, so they had to use these musket balls.
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Submitted: Wednesday, August 18, 2021 - 10:31
Question 1:
I notice that these nails look much different than today's nails. They are more flat and do the heads are not as round. These nails are also very rusty and look very ancient. I'm sure they were made by hand too. They also look similar to railroad spikes that I've found on our local trail (was once a railroad here in Fries).
Question 2:
Nails have been used for many years to fasten or hold things together. There have been many changes made to the nails throughout American history. The first nails were made by hand on a forge, and then families would make them at night in their own homes to use and/or barter. Today they are made by machines in a factory.
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Submitted: Wednesday, August 18, 2021 - 11:56
Question 1:
It appears to be some type of machine. It has a wheel to make it turn and a blade for cutting. It also has poles to tie up the horses for pulling it around the field.
Question 2:
This machine was invented by Cyrus McCormick during the 1800's to harvest grain. This machine made it possible to cut much more wheat than many people cutting by hand. Since farmers were able to cut it much more quickly, they planted more of it resulting in a growing industry.
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Submitted: Wednesday, August 18, 2021 - 14:58
Question 1:
Historical thinking is a process in which you use primary and secondary sources of information to try to interpret events in the past.
Question 2:
When students try to analyze an object, they will use historical thinking to make a hypothesis about that object: what it is, what it's used for, who owned it or made it, etc.. First, they will answer the questions about the physical features. Then, they can ask themselves what they think it might do based on its physical features. Last, they can do more research to find out exactly what the object is.
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Submitted: Monday, July 12, 2021 - 12:49
Question 1:
Historical thinking is a process in which you use primary and secondary sources of information to try to interpret events or objects from the past.
Question 2:
When students try to analyze an object, they will use historical thinking to make a hypothesis about that object: what it is, what it's used for, who owned it or made it, etc.. First, they will answer the questions about the physical features. Then, they can ask themselves what they think it might do based on its physical features. Last, they can do more research to find out exactly what the object is.
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Module Id: 689
User Id: 1517
Submitted: Monday, July 12, 2021 - 12:50
Question 1:
Historical thinking is a process in which historians use primary and secondary sources of information to try to interpret events or objects from the past.
Question 2:
When students try to analyze an object, they will use historical thinking to make a hypothesis about that object: what it is, what it's used for, who owned it or made it, etc.. First, they will answer the questions about the physical features. Then, they can ask themselves what they think it might do based on its physical features. Last, they can do more research to find out exactly what the object is.
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Submitted: Monday, July 12, 2021 - 12:53
Question 1:
These boots were worn by soldiers during the Civil war battles, but were very hard for the government to get. Before the war, most shoes were only made by hand, one at a time. Later, shoes were manufactured faster, but some places didn't produce many each day, while others produced even more. Since there were so many soldiers needed, the government had a difficult time supplying all soldiers with the proper boots. They were not made of good quality either, especially compared to today's shoes.
Question 2:
You could probably use a journal or diary from someone's experience during the war. I'm sure newspaper articles would give you information about this too.
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Submitted: Tuesday, July 20, 2021 - 12:57
Question 1:
These boots were worn by soldiers during the Civil war battles, but were very hard for the government to get. Before the war, most shoes were only made by hand, one at a time. Later, shoes were manufactured faster, but some places didn't produce many each day, while others produced even more. Since there were so many soldiers needed, the government had a difficult time supplying all soldiers with the proper equipment, such as boots. This forced the government to change in order to meet their demands.
Question 2:
You could probably use a journal or diary from someone's experience during the war. I'm sure newspaper articles would give you information about this too.
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Submitted: Tuesday, July 20, 2021 - 13:03
Question 1:
The boundary stone marked the jurisdiction for our nation's capital. This stone could signify the connection to the boundary between the north and south. A nation was divided which led to the Civil War in the 1860's.
Question 2:
Students could explore how political boundaries have changed over time, such as through trade, treaties, and wars. Students could read/view primary and secondary sources to determine those boundaries and the ways they have changed throughout history.
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Submitted: Tuesday, July 27, 2021 - 16:49
Question 1:
Smallpox was a virus that was brought here to the US during European Exploration. This virus was the cause of many illnesses and deaths among the colonists during the war. It also caused the debate of inoculation which means to infect someone with the disease to build up their immunity. Eventually, a vaccination was found to help in getting smallpox. I'm sure this finding saved many people's lives.
Question 2:
It is interesting to see how a disease can be used to "wipe out" so many people who were fighting to win our freedom. It is also sad that so many lives were lost to smallpox compared to actually how many died in battles.
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Submitted: Tuesday, August 3, 2021 - 08:24
Question 1:
This was the US Citizen's only form of communication with the federal government until the mid 19th century. It was also a way for the abolitionists to send information for others to know they wanted to abolish slavery. Some postmasters even refused to deliver the mail for the abolitionists.
Question 2:
I knew there was always tension between the north and the south over slavery. I never realized the role that the mail and postal service played with the issue of slavery. It was amazing how the south wanted to keep the slaves and refused to deliver communication for the ones trying to abolish it.
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Submitted: Tuesday, August 10, 2021 - 18:38
Question 1:
The musket ball was used in firing muskets by a group of soldiers. In order for the musket ball to be successful, the enemies had to stand only 30 to 40 yards away in a line. The musket was not very accurate and only had a slight chance of hitting a target, so the closer the enemies stood together the better the chance of attacking. The muskets were used during the Revolutionary War.
Question 2:
Some primary sources that might help us understand how people viewed the armies and soldiers would be a diary, autobiography, or maybe even an artifact from that time period. We could study things like their uniforms, hats, weapons, etc.
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Submitted: Wednesday, August 18, 2021 - 10:41
Question 1:
The mass-produced nail made it possible to build a balloon-framed home. Since they were not that expensive and fairly easy to get, these homes were made more sturdy and were safer. The invention of the mass-produced nail led to different kinds of homes being built and more skilled carpenters and workers needed to build these types of homes.
Question 2:
The story of the nail relates to the discovering of other resources like better land, water, timber, gold, railroad, etc. These were some reasons for westward expansion as well. The east was getting overcrowded, so the settlers decided to move west for more opportunities and adventures.
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Submitted: Wednesday, August 18, 2021 - 12:31
Question 1:
The reaper was the first mechanical device to help farmers harvest wheat faster which led to the desire to have a surplus to sell/trade different kinds of crops. This then led to the transportation like the railroad and Erie Canal which made it easier to transport the crops and other goods. This all led to the urbanization of America.
Question 2:
In 1876, Alexander Graham Bell patented the first telephone. This made communication much easier and faster for Americans in that time period.
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Module Id: 952
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Submitted: Wednesday, August 18, 2021 - 15:17
Title: Analyzing an Object
Grade Level: Elementary
Short Answer:
I would love to have an object for the students to make a hypothesis about what it is. I would have them ask questions about the physical features as well as what they think it might be. They could answer these questions:
1. Who used it?
2. What was it used for?
3. What does this tell you about the person who made it?
After making a hypothesis about it, the students could then do some research to find out what the object really might be. They could work together to get different ideas about what the object is. Then, we could analyze the object together in class to determine its actual identity.
I really liked the video that showed the teacher using these strategies with her students.
1. Who used it?
2. What was it used for?
3. What does this tell you about the person who made it?
After making a hypothesis about it, the students could then do some research to find out what the object really might be. They could work together to get different ideas about what the object is. Then, we could analyze the object together in class to determine its actual identity.
I really liked the video that showed the teacher using these strategies with her students.
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Submitted: Monday, July 12, 2021 - 13:06
Title: What Is It?
Grade Level: Elementary
Short Answer:
I would use the "See, Think, Wonder" method we learned in the first module. I would have the students answer the questions about what it is, what it's used for, and what significant role it played in history. Then, I would tell them about the shoes and start into the discussion of the Civil War. We would compare the North and the South and see which side had a better advantage based on equipment and supplies needed to fight the battles.
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Module Id: 1002
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Submitted: Tuesday, July 20, 2021 - 13:13
Title: What Is It?
Grade Level: Elementary
Short Answer:
I would use the "See, Think, Wonder" method we learned in the first module. I would have the students answer the questions about what it is, what it's used for, and what significant role they played in history. Then, I would tell them about the shoes and start into the discussion of the Civil War. We would compare the North and the South and see which side had a better advantage based on equipment and supplies needed to fight the battles.
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Module Id: 1002
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Submitted: Tuesday, July 20, 2021 - 13:14
Title: Setting Boundaries for a New City
Grade Level: Elementary
Short Answer:
Since I teach US History up to 1865, I would start off by telling the students what this object is and how it marked the lines for our nation's capital, Washington, DC. I would tell them that we were going to create our own city, with everyone agreeing to the physical and political boundaries and issues. If we all couldn't agree to the same thing, we would divide up into groups - one group who had slaves and the other who was against slavery. Then we would discuss how these issues were a problem with the new nation when it was first established and many years later as well.
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Submitted: Tuesday, July 27, 2021 - 17:04
Title: Smallpox vs. Coronavirus
Grade Level: Elementary
Short Answer:
I would start out the lesson by comparing pandemics. Of course, 5th graders would understand what our pandemic is like right now, with coronavirus still here. We would talk about ways it has effected our lives today and tell the students about ways smallpox effected other lives in the past as well. We would talk about how technology and medicines were not available in the past like they are today, and how many more lives were lost compared to today's pandemic. This would be a great way to show the students how much our healthcare has advanced compared to long ago.
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Submitted: Tuesday, August 3, 2021 - 08:35
Title: You've Got Mail!
Grade Level: Elementary
Short Answer:
Since we learn about the Civil War and slavery in 5th grade history, I would start with showing them a piece of mail like this envelope. They would have to analyze it and try to determine what important role it played in history. We would discuss what it is and what time period it came from. This would then lead to the discussion about slavery where the north and the south disagreed on the issue of slaves.
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Module Id: 1021
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Submitted: Tuesday, August 10, 2021 - 18:51
Title: Musket Ball vs. Bullet
Grade Level: Elementary
Short Answer:
I would start off by showing the video used in the beginning then find a similar video of a rifle being loaded today, and we would compare/contrast how military weapons have changed over time. We could even make a Venn diagram to help with reading skills.
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Module Id: 955
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Submitted: Wednesday, August 18, 2021 - 10:50
Title: Comparing Nails to Homes
Grade Level: Elementary
Short Answer:
I would first start out by showing them a nail from the past then nails from today. We would talk about how these have changed the development of our homes over history. We would discuss how the first homes (log cabins) didn't require nails to be held together all the way up to today's modern homes which do require them. We would also talk about how the nail changed the economy and even led to the need for westward expansion.
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Module Id: 953
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Submitted: Wednesday, August 18, 2021 - 12:41
Title: Who is Cyrus McCormick?
Grade Level: Elementary
Short Answer:
I think this would be a good opportunity to research about Cyrus McCormick. The students could look up information about him and how he invented the reaper. They could find out that his dad actually designed it, but he wasn't satisfied so Cyrus helped to finish it. Then we could discuss more about what the reaper was used for and how it lead to the rapid increase in the farming industry during the 19th century.
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Module Id: 952
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Submitted: Wednesday, August 18, 2021 - 15:26