Submitted work by Amber Sowers

Analyzing Objects

Porcelain

Musket Ball

Smallpox

Nail

Reaper

Shirtwaist

Transistor

Coffee

Record

Tire

Dishwasher

Dress

Stereograph

Stone

Mail

Shoe

Question 1:
Multiple cells, and the insides of the cells can be seen such as the cell membrane and others. It looks to be an older magnification picture of smallpox
Question 2:
This could tie into the different smallpox epidemics that have occurred throughout history but also focus on how trade contributed to the growth of the American colonies since because of colonization and growth smallpox was introduced to North America and other colonies across the world in later centuries.

Hypothesis: European colonization increased the transmission of diseases such as smallpox.
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Question 1:
the idea of using multiple skills(mainly critical thinking) to analyze historical information.
Question 2:
using objects in the classroom can help students make connections to history, it can encourage them to think more in depth and see the changes throughout history on a specific topic. Allows a visual analysis of things or ideas.
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Question 1:
Handwritten, Stamped, Sent most likely in the southern states since labeled Confederate States of America, most likely sent from an officer from Fort Pickens
Question 2:
Could be used to discuss how the Post Office was used to send messages during times of peace and war. How the Post Office was used to spread ideas that helped with the anti-slavery movement (abolitionist papers)
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Question 1: Specifications of the reaper, agricultural revolution invention
Question 2:
This invention is associated with westward expansion and the ultimate agricultural revolution that occurred during this time period.
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Question 1:
Can tell that most likely with the car in the background and how the woman is dressed that this is during the early parts of the 20th century. Probably during the women's suffrage movement due to the banner on her dress and the one on the woman behind her.
Question 2:
Again can bring in technological advancements with the car being in the background, discuss women's suffrage throughout history with largest part of the movement being at the start of the 20th century.
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Question 1:
Smallpox connects themes such as European exploration and colonization. European colonization in North America and other colonies in Africa and later Australia brought diseases such as smallpox to populations that would not have been exposed to previously. This would be continuously retriggered with the trade routes that would develop between colonies and the home countries.
Smallpox would also been seen as an early form of biological warfare. Especially during the Revolutionary War more soldiers died from smallpox and other diseases than actually dying during battle. This would be a tactic that some generals would take advantage of. Medical exploration to find a way to limit the severity of smallpox would begin to develop tremendously during the 18th century. We start to see the scientific revolution ideas begin to develop and begin to be used with items such as quarantine and inoculations and again see a great example of this was Washington's forced inoculations of his troops during winter encampments at Valley Forge to limit the exposure during wartime.
Question 2:
Depending on how it is presented it can limit the discussion of said topic. It could keep students on a one mind track when discussing for example Valley Forge. Using medical/ disease to to help open discussions could also be beneficial for students who may be more interested in science and math than history. Showing students that history can be all encompassing can have a great impact.
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Question 1: critically thinking to analyze historical sources/documents
Question 2:
analyzing objects to see changes throughout history and evaluate the impact of society
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Question 1:
The most significant is the impact of the postal system on the communications during times of great conflict. One of the best examples is that during the thick of the Civil War, southern states eventually banned and made it illegal for abolitionist papers to be mailed. This was a huge hit to the movement but did not stop it completely in the southern states. This further delves into the differences between the North and the South and how these differences eventually tore the nation apart.
Question 2:
From the start of the atlantic slave trade and to the start of the Civil War slavery was always an issue. It grew and grew as something that was a necessary evil in some people's eyes but in others it was not necessary and should be completely abolished. States since the end of the Revolutionary War were fighting for their individual state rights. This would be seen in representation, taxation, goods, courts and then slavery. As the resources show slavery became one of the main focuses and issues of the Civil War because of the idea of states' rights and their belief to chose their own way.
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Question 1:
The invention of the mechanical reaper showed significant progression of agriculture that occurred during the 19th century. Farmers were able to expand their farms and harvest more crops due to equipment available. Harvesting of crops increased twentyfold with the increased availability of inventions to help with harvesting. The ultimate result would lead to the beginning of the industrial revolution.
Question 2:
The agriculture revolution was further aided with the development of transportation and the overall migration of americans from rural areas to cities. These events pushed further the industrial revolution and the ultimate rift that would divide the nation prior to the Civil War. Inventions and technological advancements mainly were present in the northern states and harvested crops and people would come to the northern states.
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Question 1:
The obvious being the discussion of women's suffrage. Could be expanded to discuss social and political reforms that were beginning to take place during the late 19th and early 20th centuries. Gender roles being reevaluated with new technological advancements that made it easier for both sexes to look beyond being at home. Technological advancements placing strains on society and changes in social norms.
Question 2:
for more information reading books or articles that describe more in detail about the women's suffrage movement and how these women were treated throughout the whole process. How women were on both sides of the debate of voting rights for women.
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Title: Price of Colonization
Grade Level: High
Short Answer:
Discussing the American colonies and the development of commerce and trade throughout the colonies and with Great Britain and other European nations students could then evaluate the cause and effects of these actions. Once students have developed a cause and effect chart or graph, then the students can be asked to analyze if the negative effects of colonization were an appropriate price to pay for colonization and the ultimate growth to a new nation? Students in small groups could have this discussion talking about the different causes and effects they came up with and the price of each one. After students having small discussions, have the whole class come back together to have a wrap up discussion and final clarification on the impact of colonization on the lives of people through multiple avenues.
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Title: Think like a Historian
Grade Level: High
Short Answer:
Similar to the chair example on the sources page, I would introduce the idea of thinking critically and looking beyond the what when learning history and getting students to ask questions and investigate the why, how, where, when, and so much more. Starting with a simple desk chair and using that to encourage more elaborate scenarios with each unit of study.
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Title: Cause and Effect
Grade Level: High
Short Answer:
Students would discuss the how the Postal Service has changed throughout history and discuss how the changes have effected American history. For example, could start with mail being delivered by the Pony Express when the western part of the United States was being explored and settled by pioneers. Letters/mail would take weeks to get from the east coast to the west. This would change because of the development of the west and the invention of the steam engine and locomotive that increased the speed of communication. Students would then evaluate future effects and how the postal service progresses with further development and crises'
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Title: Comparison Activity
Grade Level: High
Short Answer:
Students will analyze graphs, charts, and maps that show the growth and development during this time period. Students will be able to discuss the increase in harvesting of crops, transportation increases, railway rates decreasing, speed of transportation and many other results of the development of these new technological inventions. Students will be able to explain the migration from rural areas to cities and the growth of industry in the northern states and its ultimate impact.
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Title: Women's History
Grade Level: High
Short Answer:
I would try to make this as interactive as possible. After introducing and discussing the Women's suffrage movement with students I would then allow them to do some research on their own. Maybe assign them a women within the movement and get them to trace their impact throughout. Seeing it through the others eyes per say. This would be an opportunity to allow students to connect to the information in a more personal way. Many probably have relatives who heard stories about this time or may had been alive for it and experienced it first hand or shortly after the amendment was passed. Allowing students to make their own connections with this activity could have the most impact.
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Title: Women's History
Grade Level: High
Short Answer:
I would try to make this as interactive as possible. After introducing and discussing the Women's suffrage movement with students I would then allow them to do some research on their own. Maybe assign them a women within the movement and get them to trace their impact throughout. Seeing it through the others eyes per say. This would be an opportunity to allow students to connect to the information in a more personal way. Many probably have relatives who heard stories about this time or may had been alive for it and experienced it first hand or shortly after the amendment was passed. Allowing students to make their own connections with this activity could have the most impact.
Redirect: /content/dress-wrap
Module Id: 1075
User Id: 1521