Submitted work by AmmieY
Analyzing Objects
Porcelain
Musket Ball
Smallpox
Nail
Reaper
Shirtwaist
Transistor
Coffee
Record
Tire
Dishwasher
Dress
Stereograph
Stone
Shoe
Question 1:
Historical thinking could mean having the students use reasoning skills when studying history to analyze and evaluate different sources provided to learn about what has happened in the past, while comparing how the past events has affected our society and world today.
Question 2:
Perhaps I could have students compare different objects from the past to objects from today. The students could describe how certain objects have changed including but not limited to clothes, maps of land, and farming. I believe that having the students do this will help them better understand how the past has influenced and progressed throughout the years.
Redirect: /content/what-historical-thinking
Module Id: 689
User Id: 1523
Submitted: Sunday, July 11, 2021 - 09:54
Question 1:
This object perhaps could show us what coffee was first sold in and might even tell us when you were first able to buy ground coffee.
Question 2:
This object could connect to broader themes in American history by explaining what types of crops were grown and sold during this time period.
Redirect: /content/coffee-resources
Module Id: 1147
User Id: 1523
Submitted: Sunday, July 18, 2021 - 11:10
Question 1:
I notice different cities listed on this record like St. Louis and Portland. I also noticed the title of the song is Young America and the performer is Nora Bayes. The dog beside the gramophone reminds me a little bit of the RCA icon.
Question 2:
This object might connect to broader themes in American history by telling us when music was first produced on records and tell us when music started being recorded letting us have records other than just sheet music from earlier years.
Redirect: /content/record-resources
Module Id: 1128
User Id: 1523
Submitted: Tuesday, July 27, 2021 - 15:26
Question 1:
This object seems to be located in the kitchen next to a sink with a plug that goes into the wall. Inside looks to be baskets, reminding me of a dish drain. This could possibly be one of the first dishwashers.
Question 2:
This object might connect to broader themes in American history by telling us how housing designs changed over time as well as possibly telling us about the history of household appliances and how they have influenced us today.
Redirect: /content/dishwasher-resources
Module Id: 1093
User Id: 1523
Submitted: Saturday, July 31, 2021 - 13:48
Question 1:
I notice that this object has a picture in front of what looks like googles in a way. This picture kind of reminds me when I go to the eye doctor to get my eyes checked and looking through a special lenses so they can check my eyes.
Question 2:
This object might connect to broader themes in American history by possibly telling us how eyes were first tested to determine whether or not someone needed to wear glasses to be able to see. This object might also be able to tell us the start of advancement in health of the eyes.
Redirect: /content/stereoscope-resources
Module Id: 1047
User Id: 1523
Submitted: Tuesday, August 3, 2021 - 13:55
Question 1:
I notice that this has a post mark and is from possibly a soldier or a military office. It’s interesting to see the word “free” at the top left hand corner and that this could possibly be an “official business” letter meaning it could be of some importance or urgency.
Question 2:
This object could possibly tell us how the post office first marked their letters during the pony express.
Redirect: /content/mail-resources
Module Id: 1021
User Id: 1523
Submitted: Sunday, August 8, 2021 - 11:41
Question 1:
I notice some engraving in the stone and that there is a black gate behind the rock. This could possibly be a headstone to a grave site or possibly a graveyard.
Question 2:
This object might connect to broader themes in American history by telling us where people were buried when they passed.
Redirect: /content/stone-resources
Module Id: 1039
User Id: 1523
Submitted: Saturday, August 28, 2021 - 12:07
Question 1:
These objects look like they are different type of nails possibly used to build different things. From the rust on them they look to be very old. Some of the nails look straight while one of them in particular is a little bent.
Question 2:
These objects might connect to boarder themes of American history by telling us possibly how tools were made and what they were possibly used for.
Redirect: /content/nail-resources
Module Id: 953
User Id: 1523
Submitted: Saturday, August 28, 2021 - 12:55
Question 1:
Historical thinking is learning how to read, question, and study different objects from the past while analyzing these different objects or sources to help us get a clear picture and understanding about telling a story about the past.
Question 2:
One way that objects could be us to encourage historical thinking in the classroom is to have students see, think, and wonder. First have students write down what they see, then what they think they might know about the object, and then what questions they might have about the object being observed. This will help students not only with their writing skills but also help with their critical thinking skills as well. After reviewing what the object is have the students write down what they learned and how it is different than they originally thought of the particular object or objects being shown.
Redirect: /content/connections-essay-historical-thinking
Module Id: 689
User Id: 1523
Submitted: Sunday, July 11, 2021 - 10:17
Question 1:
Instant coffee shows us how food that was usually prepared from scratch, now can be made as a powder, and dehydrated to save time on preparing meals. Instant coffee had a huge impact on how soldiers could possibly store, carry and eat food more easily. The more instant and canning that took place, the longer the shelf life of the food. Instant coffee influenced other items such as instant eggs, instant cake mixes, and instant biscuits as well.
Question 2:
Some of the limitations of analyzing advertising included some advertisers portrayed these engineered foods were simple to prepare and as “foolproof,” meaning anyone could cook. This made some women question whether this simplicity way of cooking was really considered cooking. Other women felt guilty for using such instant food items while challenging some of the ideas the type of work women should preform around the house. Women who baked everything from scratch began to view the women who used this “instant” products as lazy, sloppy, or lonely. Advertisers changed their advertisements a little bit by creating advertisements to show women how using instant foods could be beneficial and less time consuming.
Redirect: /content/coffee-connections-essay
Module Id: 1147
User Id: 1523
Submitted: Sunday, July 18, 2021 - 11:37
Question 1:
This song is about immigrants adapting to the American Society. This song connects to a border theme in 20th century regarding immigration and how mistreated immigrants from past times. When massive number of immigrants arrived here they were not given the same opportunities as those that were born here. Today we still face many immigrants coming into America but instead today’s immigrants have more opportunities and benefits as do the citizens of the United States.
Question 2:
Other kinds of sources that might be used to better understand the history immigration in the United States might include different cartoons that were published during this time, different records that were kept of the various groups of immigrants who arrived here in the United States, possibly some journal records that immigrants kept, along with laws that have been changed over the years regarding immigrants and their rights.
Redirect: /content/record-connections-essay
Module Id: 1128
User Id: 1523
Submitted: Tuesday, July 27, 2021 - 15:38
Question 1:
Due to the five and a half years of fighting, Europe’s industrial base had been destroyed. With Europe’s factories, cities, and housing being reduced to rubble it helped the United States’ economy was able to transform itself in industrial production of both consumer goods and military equipment. Once VE-Day and VJ-Day ended the fighting, demand of military equipment decreased providing opportunities for these plants to produce and manufacture consumer goods including cars, refrigerators, televisions, and dishwashers. The United States were able to provide these consumer goods to other countries as well due to other countries being in rubble.
Question 2:
The resources in this module has helped me better understand the effects of the Cold War and how it helped the United States have a monopoly on industry and production while having few European companies to compete against. These resources also helped me better understand the different sides to the Cold War and how it effected everyone, not just Europe.
Redirect: /content/dishwasher-connections-essay
Module Id: 1093
User Id: 1523
Submitted: Tuesday, August 3, 2021 - 13:38
Question 1:
Even though the stereoscope could only be afforded by upper class and some middle class, one thing it helped with was providing a “virtual tour” of Europe when those could not travel to Europe. The stereoscope allowed people the opportunity to see 3-D images of places all over the world from the comfort of their own home. The stereoscope cards produced for the stereoscope also portrayed many types of events that were going on as well. This was a new way to look at the world and influenced the world of film and media today.
Question 2:
Students could compare and contrast how technology has advanced over the years by showing them examples of images produced from each era. The students could also describe in their own words how they believe the stereoscope has influenced technology today.
Redirect: /content/stereoscope-connections-essay
Module Id: 1047
User Id: 1523
Submitted: Sunday, August 8, 2021 - 11:32
Question 1:
Even though the United States Postal Service can be traced to the Second Continental Congress, the Postal Act helped define the young Post Office Department. The postal service helped spread information across the country and at the time was one of the only ways that the U.S. citizens had contact with the federal government. The postal service also served as community meeting places.
Question 2:
These resources have helped me better understand the tensions surrounding states rights leading up to the Civil War. Some states did not believe in slavery while other states believed in having slaves. I did not know that the Northern abolitionists used the postal service as a campaign to promote their dislikes and disagreements when it came slavery, like sending different anti slavery tracts.
Redirect: /content/mail-connections-essay
Module Id: 1021
User Id: 1523
Submitted: Sunday, August 8, 2021 - 12:43
Question 1:
George Washington selected different surveyors to set boundary stones to plan the location and layout of DC. These stones not only set up locations and layouts but also marked lands as property of the federal government. Once the boundary stones were set the boundaries did change causing some conflict because the Constitution gave Congress the authority to establish a National Capital but did not provide a specific location. Economic, slavery, and political tensions rose between north and south as well as the cities of Alexandria and DC.
Question 2:
Some other ways students might explore how boundaries have changed over the course of history is to look at westward expansion and to look at different maps showing different areas. Also looking how cities throughout states have developed and the boundaries of those cities have changed over time.
Redirect: /content/stone-connections-essay
Module Id: 1039
User Id: 1523
Submitted: Saturday, August 28, 2021 - 12:43
Question 1:
Nails were first made by hand so a lot of people did not use nails to build their homes. This led to 3 different types of home including log cabins, brick or stone homes, and post-and-beam homes which did not require the use of nails. Even those these types of homes did not require the use of nails some of them were expensive to build because they required skilled masons to build and some of the materials needed for construction needed were too heavy to be transported over significant distances. The mass production of nails helped construction of houses to be less expensive while easier to build houses.
Question 2:
From what I am familiar with about westward expansion, the story of the nail relates to how railroads were built and how railroads were a way to travel from east to west. Putting in railroads helped other cities expand by drawing people to come to their location throughout the west.
Redirect: /content/nail-connections-essay
Module Id: 953
User Id: 1523
Submitted: Saturday, August 28, 2021 - 13:16
Title: Teacher
Grade Level: Elementary
Short Answer:
I would review the definitions with students of primary sources and secondary sources. Then, I would show the student an object from the past and ask the students to determine whether the object is considered a primary source or a secondary source. Once the students consider whether it is a primary or secondary source, I would have the students participate in a historical inquiry on the object.
1st I would have the students write and share what they see in the object, size, color, what it is made of, etc.
2nd I would have the students write and share what they think of their observations about the object.
3rd I would have the students write and share what they wonder about the object. Once doing this activity, I would then tell the students what the object is and how it was used from that time period. At the very end of the activity, I would then have students write down and share at least one thing that they learned about the object being shown.
1st I would have the students write and share what they see in the object, size, color, what it is made of, etc.
2nd I would have the students write and share what they think of their observations about the object.
3rd I would have the students write and share what they wonder about the object. Once doing this activity, I would then tell the students what the object is and how it was used from that time period. At the very end of the activity, I would then have students write down and share at least one thing that they learned about the object being shown.
Redirect: /content/analyzing-objects-wrap
Module Id: 689
User Id: 1523
Submitted: Sunday, July 11, 2021 - 10:23
Title: Teacher
Grade Level: Elementary
Short Answer:
I would possibly show students some old food product containers or possibly some different advertisement posters from post WWII. I would have students compare and contrast the different food ads and containers from the past to those of the present. How have these changed? How do you think today's instant food is different from when it first came out? After having a discussion, I would then have the students write down one or two things that they have learned.
Redirect: /content/coffee-wrap
Module Id: 1147
User Id: 1523
Submitted: Sunday, July 18, 2021 - 11:45
Title: Teacher
Grade Level: Elementary
Short Answer:
I would first possibly ask the students to define what they think it means to be an American in 2021. After having a class discussion, I would then possibly have the students think about what might it have meant to be American back in 1900. I would use different sources such as maps, journals, newspapers, audio clips, and more to compare and contrast what it meant to be American back in 1900 vs now in 2021. I would also have students compare and contrast different immigrants arriving at Ellis Island vs arriving at Angel Island.
Redirect: /content/record-wrap
Module Id: 1128
User Id: 1523
Submitted: Tuesday, July 27, 2021 - 15:47
Title: Dishwasher
Grade Level: Elementary
Short Answer:
I would show a picture of an old dishwasher to the students and fill out a KWL chart on what they see. After having a class discussion and filing out the KWL, I would then show a picture of a modern dishwasher and have students compare and contrast. Another possible activity to do is to have the students compare and contrast other appliances from when they first came out to the present day appliances, how they have influenced us today, and how they have changed over the years.
Redirect: /content/dishwasher-wrap
Module Id: 1093
User Id: 1523
Submitted: Tuesday, August 3, 2021 - 13:51
Title: Technology—Now and Then
Grade Level: Elementary
Short Answer:
I would possibly show a picture of a stereoscope or possibly a real one if I could get one to show the students. After showing them, I would then have a discussion with the students having them guess what they think it might be. When the students are told what it is, I would then have them talk about what they thought the stereoscope was used for and how they might think it influenced technology today. I think the students would enjoy doing a project like this. I would also possibly pose the question, what other objects do they think might have influenced technology today?
Redirect: /content/stereoscope-wrap
Module Id: 1047
User Id: 1523
Submitted: Sunday, August 8, 2021 - 11:38
Title: Postal Service
Grade Level: Elementary
Short Answer:
I would possibly display the photo of an old envelope and have the students fill out a KWL chart. As we discussed the Confederacy, the postal service, and the succession of the states I would have the students then compare and contrast how these have impacted our daily lives and how the mail system has changed over the years. At the end, I would have the students fill out the L (what I learned) part of the KWL chart.
Redirect: /content/mail-wrap
Module Id: 1021
User Id: 1523
Submitted: Sunday, August 8, 2021 - 12:49
Title: Boundaries and Maps
Grade Level: Elementary
Short Answer:
For 3rd grade, I would start by asking the students what do they think boundaries are? After having a discussion I would then show them a current map of DC and an old map of DC. I would then have the students compare and contrast the maps stating what they notice are different vs. the same. After the comparison and contrasting exercise, I would then have the students write about what they have learned and possibly have them draw their own map of where their boundaries might be.
Redirect: /content/stone-wrap
Module Id: 1039
User Id: 1523
Submitted: Saturday, August 28, 2021 - 12:48
Title: Nails
Grade Level: Elementary
Short Answer:
I would possibly 1st show students the old pictures of nails and have students write what they notice about these nails. I would ask them questions like how are these nails different from the nails you have seen today? What do you think these types of nails were used to build? After having a discussion with students, I would then show students different types of houses that did not require the use of nails. Maybe have students create their own log cabin or possibly have the students create their own house without the use of nails to see what they come up with. Once students have created their own house discuss how using nails might be easier and why they think it might be easier. After houses, I would then start talking about westward expansion and the railroad, having discussions how the railroad played an important role in westward expansion and how the mass production of nails helped with the expansion of the railroad system.
Redirect: /content/nail-wrap
Module Id: 953
User Id: 1523
Submitted: Saturday, August 28, 2021 - 13:22