Submitted work by MelissaD
Analyzing Objects
Porcelain
Musket Ball
Smallpox
Nail
Reaper
Shirtwaist
Transistor
Coffee
Record
Tire
Dishwasher
Dress
Stereograph
Stone
Shoe
Question 1:
Historical thinking is looking at an item (letter, object, artifact, diary, etc.) from a particular period of time. When looking at the item, considering what it is, what it could possibly have been used for, who could have owned it, and how it impacted life during a particular historical period.
Question 2:
Bringing these objects into the classroom and encouraging students to consider the above mentioned ideas will help foster students beginning to think in a historical context. In addition, students thinking about how these objects were used in the past and how they have influenced currently used items.
Redirect: /content/what-historical-thinking
Module Id: 689
User Id: 1520
Submitted: Tuesday, July 13, 2021 - 19:22
Question 1:
I notice the ornate, gold decoration on the porcelain cup and plate. I also notice the handle for the cup is on the right hand side of the picture, rather than the left when looking at the cup. This makes me think that the picture of the object is being taken from the perspective of the person who would be drinking from the cup.
Question 2:
The object might connect to the broader themes in American history regarding growth and changes in society. Because the cup is ornate and decorated with gold and blue, it seems to me that this type of item would be found in the home of a more wealthy person. It could also connect to the theme of ideas, culture and beliefs, because individuals of different classes have different ideas and beliefs about their role in society.
Redirect: /content/porcelain-resources
Module Id: 951
User Id: 1520
Submitted: Tuesday, July 20, 2021 - 22:37
Question 1:
I notice how the object appears to be glasses or something to view pictures. I also notice that the image appears to be duplicated on both sides (one image for each eye).
Question 2: It could possibly related to growth and changes in societies.
Redirect: /content/stereoscope-resources
Module Id: 1047
User Id: 1520
Submitted: Saturday, September 18, 2021 - 16:39
Question 1:
I notice how the object appears to be glasses or something to view pictures. I also notice that the image appears to be duplicated on both sides (one image for each eye).
Question 2: It could possibly related to growth and changes in societies.
Redirect: /content/stereoscope-resources
Module Id: 1047
User Id: 1520
Submitted: Saturday, September 18, 2021 - 16:40
Question 1: The soles of the shoe and the leather are worn and dirty.
Question 2:
The shoe is connected to the socio-economic theme in American history. The shoe appears to be worn by someone who did menial labor.
Redirect: /content/shoe-resources
Module Id: 1002
User Id: 1520
Submitted: Sunday, September 19, 2021 - 14:03
Question 1:
I notice the appearance of being old, cracked, and some moss growing on top of the stone. I also notice the writing on the front of the stone.
Question 2:
The stone appears to be a grave marker that would be in a family cemetery. The location of a family cemetery implies that it may be a wealthier family that could afford to have a grave marker made for someone they lost. It ties into the social and cultural themes of American history.
Redirect: /content/stone-resources
Module Id: 1039
User Id: 1520
Submitted: Sunday, September 19, 2021 - 15:00
Question 1:
I notice the "tie" in the front of the the blouse. It strikes me as something that might be worn by women of an upper class. It is also evident that it is not a men's shirt, because of the collar.
Question 2:
I believe this item shows the influence of socio-economic status. I also tend to think that this shirtwaist shows the influence of women and then changing times of women's role in society.
Redirect: /content/shirtwaist-resources
Module Id: 950
User Id: 1520
Submitted: Sunday, September 19, 2021 - 19:33
Question 1:
I notice the "tie" in the front of the the blouse. It strikes me as something that might be worn by women of an upper class. It is also evident that it is not a men's shirt, because of the collar.
Question 2:
I believe this item shows the influence of socio-economic status. I also tend to think that this shirtwaist shows the influence of women and then changing times of women's role in society.
Redirect: /content/shirtwaist-resources
Module Id: 950
User Id: 1520
Submitted: Sunday, September 19, 2021 - 19:33
Question 1:
The dress this woman is wearing appears to be a long, one color, dress. The woman appears to have gloves in her hands that she would typically wear. She also has a sash of some kind with the words Women's Suffrage on it.
Question 2:
The dress along with the sash are representative of the goal of women. Women wanted to have the same rights as men, so they were working hard to achieve these goals. Women were also making the move to work outside of their homes. However, they still made the effort to remain modest.
Redirect: /content/dress-resources
Module Id: 1075
User Id: 1520
Submitted: Tuesday, September 21, 2021 - 19:07
Question 1:
The dress this woman is wearing appears to be a long, one color, dress. The woman appears to have gloves in her hands that she would typically wear. She also has a sash of some kind with the words Women's Suffrage on it.
Question 2:
The dress along with the sash are representative of the goal of women. Women wanted to have the same rights as men, so they were working hard to achieve these goals. Women were also making the move to work outside of their homes. However, they still made the effort to remain modest.
Redirect: /content/dress-resources
Module Id: 1075
User Id: 1520
Submitted: Tuesday, September 21, 2021 - 19:07
Question 1:
The first two things I notice are the "Free--Official Business" and the Confederate States of America Post Office Department. I also noticed the writing that appears to indicate the recipient is a lawyer.
Question 2:
This object may influence the changes and improvements in communication from the earliest days. It may also represent an early political conflict.
Redirect: /content/mail-resources
Module Id: 1021
User Id: 1520
Submitted: Saturday, September 25, 2021 - 12:16
Question 1:
My initial response seems to be partially accurate, but I only considered physical items, rather than including events. Moreover, I did not consider the importance of evaluating multiple perspectives (including those involved and onlookers), historical context, and dates of events.
Question 2:
Using the additional ideas of multiple perspectives, historical context, time/ date will help facilitate historical thinking for students. The idea of allowing students to make predictions based on their own knowledge and eliminate ideas that are untrue.
Redirect: /content/connections-essay-historical-thinking
Module Id: 689
User Id: 1520
Submitted: Tuesday, July 13, 2021 - 20:31
Question 1:
After looking at and reading through the resources in this module, I considered how acquiring porcelain would have worked in 18th-century history. The relationships between Britain and the colonies had grown in tension for several reasons. Considering the perspective of the British and the perspective of the colonists, the conflicts between the two become clearer. The taxes levied by Britain, along with the acts ensuring most benefits for the motherland and the colonists getting upset with these taxes and acts due to their lack of common benefit. The colonists not having representation in Parliament influenced their reaction to these taxes and acts leading to boycotts. The porcelain cup would be considered a luxury item, which could have been seen by other individuals as the owner having great support for Britain and not as much support for the colonists and the rights they were beginning to demand.
Question 2:
The information in this module was interesting to me, because much of it was unfamiliar to me. From previous learning experiences, I was aware of some of the basic information. I would want to learn more about the information shared in this module. However, I would want to learn more about the feelings the colonists had about the individuals who continued to possess these luxury items. Additionally, I would want more information about how the colonists in each of the different colonial regions had to adapt and change their way of life before making an argument about the causes of the American Revolution.
Redirect: /content/porcelain-connections-essay
Module Id: 951
User Id: 1520
Submitted: Tuesday, July 20, 2021 - 23:14
Question 1:
After looking at and reading through the resources in this module, I considered how acquiring porcelain would have worked in 18th-century history. The relationships between Britain and the colonies had grown in tension for several reasons. Considering the perspective of the British and the perspective of the colonists, the conflicts between the two become clearer. The taxes levied by Britain, along with the acts ensuring most benefits for the motherland and the colonists getting upset with these taxes and acts due to their lack of common benefit. The colonists not having representation in Parliament influenced their reaction to these taxes and acts leading to boycotts. The porcelain cup would be considered a luxury item, which could have been seen by other individuals as the owner having great support for Britain and not as much support for the colonists and the rights they were beginning to demand.
Question 2:
The information in this module was interesting to me, because much of it was unfamiliar to me. From previous learning experiences, I was aware of some of the basic information. I would want to learn more about the information shared in this module. However, I would want to learn more about the feelings the colonists had about the individuals who continued to possess these luxury items. Additionally, I would want more information about how the colonists in each of the different colonial regions had to adapt and change their way of life before making an argument about the causes of the American Revolution.
Redirect: /content/porcelain-connections-essay
Module Id: 951
User Id: 1520
Submitted: Tuesday, July 20, 2021 - 23:14
Question 1:
Using the stereoscope as a way to "see the world", provided individuals the opportunity to learn about other cultures and life experiences. This also provided individuals who could not afford to travel opportunities to learn about other places and events through history. The example of Roosevelt's speech was an event that not all individuals would be able to experience first-hand as a political structure. The idea of using college soldiers as salesmen provided a connection between individuals and current events.
Question 2:
The technology for viewing images has changed over the course of history from the use of stereoscopes to being able to "google" images quickly. Present-day students cannot imagine different ways prior students would need to view images. Students could explore other ways to view images including going to libraries to learn about how images could be viewed (microfilm/ microfiche).
Redirect: /content/stereoscope-connections-essay
Module Id: 1047
User Id: 1520
Submitted: Saturday, September 18, 2021 - 17:43
Question 1:
The shoes connection is based on several broader themes in 19th century history. The first being the political theme, because the changes in the government's involvement due to the changing situation of the Civil War. The government needed to meet the needs of the soldiers, which meant that they needed to involve themselves more in localities. This involvement also impacted the economic, because small businesses were now needed to contribute to the war efforts on the home front. The small businesses could increase prices due to the increased demand.
Question 2:
The incorporation of additional primary sources could come from our local Civil War museum. We could also take a field trip to the local museum and visitor center.
Redirect: /content/shoe-connections-essay
Module Id: 1002
User Id: 1520
Submitted: Sunday, September 19, 2021 - 14:40
Question 1:
My initial observation of the appearance of the stone was accurate. However, my hypothesis of the purpose of the stone was completely inaccurate. The stone that was in the image has many connections and played an important role in the development of the nation's capital. The movement of the boundaries was partially based on the economic dependency on slavery in the south. The viewpoints of the different sides impacted borders.
Question 2:
Students could explore the formation of West Virginia during the Civil War. Depending on the level of the course, the separation of Germany could be introduced. There are many examples in history that include nations changing their size and and development of new countries.
Redirect: /content/stone-connections-essay
Module Id: 1039
User Id: 1520
Submitted: Sunday, September 19, 2021 - 16:06
Question 1:
The idea of women being able to work outside of the home, as well as gaining the right to vote connect to themes in 20th century history. Prior to the changes in the lives of women, they worked in their homes and did not have the opportunities to work as a united group.
Question 2:
Why do you think employers did not want their employees taking additional/ unsupervised breaks?
Why do you think that employers would put their employees on floors where they knew fire fighters could not get to in the event of a fire?
What made working conditions in factories and other places so dangerous?
If employers knew these conditions were so dangerous, then why did they continue to put their employees in these situations?
Why do you think that employers would put their employees on floors where they knew fire fighters could not get to in the event of a fire?
What made working conditions in factories and other places so dangerous?
If employers knew these conditions were so dangerous, then why did they continue to put their employees in these situations?
Redirect: /content/shirtwaist-connections-essay
Module Id: 950
User Id: 1520
Submitted: Sunday, September 19, 2021 - 20:25
Question 1:
The white dress, more importantly, the integration of white into the women's wardrobe represents the push from women to have the same rights has their male counterparts. Throughout history, when women were working towards equal rights and access, the color white is often represented by women in the arts and marching to urge the government for the equal rights.
Question 2:
I want to examine the primary sources in this module further. I would also want to consider the writing and speaking of women from all ethnicities and socio-economic backgrounds. I would be curious to see more of the opinions from the women who did not believe women needed/ deserved the right to vote.
Redirect: /content/dress-connections-essay
Module Id: 1075
User Id: 1520
Submitted: Tuesday, September 21, 2021 - 20:12
Question 1:
Slavery was a predominant issue during the 19th century, because the nation was divided on it. The mail was used to send correspondence, as well as advertisements for slave trade and abolitionists.
Question 2:
The resources in this module enhanced my prior understanding of the tensions surrounding the states rights in the years leading up to the Civil War in a few ways. One of the resources that surprised me was one titled: "The debate over slavery". I hadn't considered the word "slavery" being omitted from the US Constitution. However, reading the information in this resource made me think about this omission. Another interesting resource was "Bonfires burn abolitionist mail. It never occurred to me that this type of action could take place. It has always been my understanding that interfering with mail is a federal offense. I wonder if this has become the case due to actions like this. I also wonder if the fact that at the time of the burning of the abolitionists mail was not seen as a federal offense due to the timing of the event.
Redirect: /content/mail-connections-essay
Module Id: 1021
User Id: 1520
Submitted: Saturday, September 25, 2021 - 12:55
Question 1:
Slavery was a predominant issue during the 19th century, because the nation was divided on it. The mail was used to send correspondence, as well as advertisements for slave trade and abolitionists.
Question 2:
The resources in this module enhanced my prior understanding of the tensions surrounding the states rights in the years leading up to the Civil War in a few ways. One of the resources that surprised me was one titled: "The debate over slavery". I hadn't considered the word "slavery" being omitted from the US Constitution. However, reading the information in this resource made me think about this omission. Another interesting resource was "Bonfires burn abolitionist mail. It never occurred to me that this type of action could take place. It has always been my understanding that interfering with mail is a federal offense. I wonder if this has become the case due to actions like this. I also wonder if the fact that at the time of the burning of the abolitionists mail was not seen as a federal offense due to the timing of the event.
Redirect: /content/mail-connections-essay
Module Id: 1021
User Id: 1520
Submitted: Saturday, September 25, 2021 - 12:55
Title: Analyzing Objects - Classroom Connections
Grade Level: Elementary
Short Answer:
Our school division has "trunks" of resources for varied historical eras that teachers can check-out from central office. These trunks contain many objects that students can analyze. I like the Mystery Object activity shared in the video by Elspeth Inglis. Incorporating this type of activity would encourage students to share their thoughts and think critically about their responses (to determine if they actually make sense). This would definitely require planning to provide questions that would facilitate student thinking. This activity could be used in different units throughout the year by incorporating objects from the school division trunks or other resources available.
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Module Id: 689
User Id: 1520
Submitted: Tuesday, July 13, 2021 - 20:48
Title: Porcelain - Classroom Connections
Grade Level: Elementary
Short Answer:
I like the idea of bringing artifacts into the classroom to help develop student discussion, critical thinking, and drawing conclusions. In the past, when I taught fourth grade we had a Stamp Tax Day. In this activity, students were "taxed" for certain items they needed. I think this is something that would benefit from some tweaking. One of the first changes I would make would be to split the classroom into two sides - colonists and British by random drawing. Secondly, I would have the colonists work on building something with Lego that could be used to hold something. Once they have finished building with the Lego, I would have them give it to the British side to use. Once they gave the British their Lego creations, I would provide them with toothpicks and marshmallows to build their creations. The toothpicks and marshmallows creations will be theirs to use. Once both sides have their creations, I will provide them with directions to complete a task with their creations (hold and move certain objects). The British side that has to hold and move their objects with Lego will be much easier to do than with the toothpicks and marshmallows. This activity can lead to further discussion about how the colonists felt knowing that they made both creations, but were only able to have access to the ones made with toothpicks and marshmallows. The discussion can also gain perspective of the British side. After the discussion regarding their feelings, the students can use their experiences and knowledge about the interactions between the colonists and British to gain better understanding of the perspectives and outcomes of the weakening, and ultimately destroyed relationship between the two sides.
Redirect: /content/porcelain-wrap
Module Id: 951
User Id: 1520
Submitted: Tuesday, July 20, 2021 - 23:38
Title: Stereoscope: Classroom Connections
Grade Level: Elementary
Short Answer:
Students are currently used to an "On demand" world, where everything is at their disposal very quickly. I would show them images of different items used in classrooms and have them try to guess what they were used for. Some of these items could be overhead projectors, film strip projectors, typewriters, older computer models. These items could lead into a discussion about how the changes in technology have impacted and changed our educational experiences.
Redirect: /content/stereoscope-wrap
Module Id: 1047
User Id: 1520
Submitted: Saturday, September 18, 2021 - 17:53
Title: Shoe - Classroom Connections
Grade Level: Elementary
Short Answer:
Using the image of the shoe, as well as images of other primary sources from the Civil War time period, I would have them consider the question "What do you notice about this shoe?". After some time to think and share, I would show another image or two to encourage students to evaluate the items. I would also try to take a field trip to the Civil War Museum for students to see additional time period items. Additionally, we have a trunk system in our school division that has resources for teachers to use. I would also incorporate the Civil War trunk into my instruction.
Redirect: /content/shoe-wrap
Module Id: 1002
User Id: 1520
Submitted: Sunday, September 19, 2021 - 14:47
Title: Stone - Classroom Connections
Grade Level: Elementary
Short Answer:
To engage students with the content and strategies in this module, I would begin the same way our module started. I think the predictions the students would make regarding the stone and where it may be found would be similar to my predictions. The conversations could range from the design and building of the nation's capital to the impact of the differences in opinion in terms of slavery. The content in this module covers different time periods--New Nation and Civil War, depending on the course being taught the time period in which this would be content appropriate.
Redirect: /content/stone-wrap
Module Id: 1039
User Id: 1520
Submitted: Sunday, September 19, 2021 - 16:26
Title: Shirtwaist - Classroom Connections
Grade Level: Elementary
Short Answer:
The idea of safety would be something that students would understand. As a result of this, I would introduce the content and strategies in this module to being safe. I would use questioning strategies, as well as cause and effect, and drawing conclusions about the workplace safety. This could be complimented by discussing the changes in the roles of women as the 20th century continued.
Redirect: /content/shirtwaist-wrap
Module Id: 950
User Id: 1520
Submitted: Sunday, September 19, 2021 - 20:28
Title: Shirtwaist - Classroom Connections
Grade Level: Elementary
Short Answer:
The idea of safety would be something that students would understand. As a result of this, I would introduce the content and strategies in this module to being safe. I would use questioning strategies, as well as cause and effect, and drawing conclusions about the workplace safety. This could be complimented by discussing the changes in the roles of women as the 20th century continued.
Redirect: /content/shirtwaist-wrap
Module Id: 950
User Id: 1520
Submitted: Sunday, September 19, 2021 - 20:28
Title: Dress - Classroom Connections
Grade Level: Elementary
Short Answer:
Engaging students with the content and strategies from this module would be interesting. I would tie it into Election Day. I would also have the students make predictions about the images, including the white clothing. Another additional component to investigate with students would be the varying perspectives from women during this time.
Redirect: /content/dress-wrap
Module Id: 1075
User Id: 1520
Submitted: Tuesday, September 21, 2021 - 20:21
Title: Mail - Classroom Connections
Grade Level: Elementary
Short Answer:
One of the ways I would engage students with the content and strategies in this module would be to start with the envelope that was our starting point. I would ask them to tell what they notice and explain what the significance might be. After seeing the resources in this unit, I would have a discussion with the students to ensure they understand there was a difference of opinions regarding the idea of slavery in the north and south. I would ask questions about how these opinions were influenced by the economical systems (industrial vs. agricultural) in place by both regions. I would want the students to be able to explain how the mail could have been used to communicate the difference in opinions.
Redirect: /content/mail-wrap
Module Id: 1021
User Id: 1520
Submitted: Saturday, September 25, 2021 - 13:07
Title: Mail - Classroom Connections
Grade Level: Elementary
Short Answer:
One of the ways I would engage students with the content and strategies in this module would be to start with the envelope that was our starting point. I would ask them to tell what they notice and explain what the significance might be. After seeing the resources in this unit, I would have a discussion with the students to ensure they understand there was a difference of opinions regarding the idea of slavery in the north and south. I would ask questions about how these opinions were influenced by the economical systems (industrial vs. agricultural) in place by both regions. I would want the students to be able to explain how the mail could have been used to communicate the difference in opinions.
Redirect: /content/mail-wrap
Module Id: 1021
User Id: 1520
Submitted: Saturday, September 25, 2021 - 13:07