Submitted work by Shelley Roberts

Analyzing Objects

Porcelain

Musket Ball

Smallpox

Nail

Reaper

Shirtwaist

Transistor

Coffee

Record

Tire

Dishwasher

Dress

Stereograph

Stone

Mail

Shoe

Question 1:
Historical thinking is a set of literacy skills used for evaluating and analyzing sources from the past. This helps the learner realize the complexity of history.
Question 2:
Having hands-on objects/items or pictures engages learners. It sparks their interest. Learner/students like to see, touch, and exam objects. This gets their minds thinking and they start asking questions. It makes them more inquisitive.
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Module Id: 689
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Question 1:
I notice that the tires are old, very skinny, the photo is black and white, and the tires are in some type of dumping ground.
Question 2:
Possibly the invention of the automobile. When cars were first being uses. Perhaps something to do with military vehicles.
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Question 1:
The shoes are old, dirty, weathered, and worn. They appear to be mens' shoes.
Question 2:
Everytime I think about shoes, I think about concentration camps. I think about the Holocaust Museum and the huge pile of shoes that is displayed in the museum. Then I start thinking of the Jews and what they went through. I think of all the hardships that occured during this time period .
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Question 1:
After analyzing the stone I think perhaps its a grave stone or a memorial for a battle of some sort. I say this because I notice a fence around the stone. The fence makes me think that something important occurred here and historians don't want it to be touched or disturbed. I notice that there is some type writing etched in it it as well. It's quite weathered so it appears that is has been there for a while and is quite old. It also looks like someone is taking care of the stone because there is mulch around it.
Question 2:
Gravestones or memorials can reveal a lot of information about historic events, religions, lifestyles, and genealogy in American History. Names or encryptions serve as a directory of early residents and reflect the ethnic diversity and unique population of an area.
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Question 1:
I notice that this object is an early made dishwasher, most likely from the early 1920's. I notice that the kitchen doesn't consist of modern accessories like we use today, therefore making me believe someone of a higher economic status owed this house/kitchen during this time period. People during this time usually washed dishes by hand and couldn't afford a dishwasher.
Question 2:
-Technology was changing and improving for the better
-Less labor was needed allowing time for other activities
-Conservation of water usage/ saving natural resources
-Changed how kitchens were designed
-Faster time to clean dishes and less human power
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Question 1:
This is a picture of Nescape Coffee extract which was used a lot during WWII. It was instant coffee that was easy for the soldiers to make and carry around. Coffee kept the soldiers awake and alert. The can looks weathered and scratchy. Perhaps this was found in a dead soldier's backpack after fighting took place or was left behind from a camp by accident.
Question 2:
When I look at this can of Nescafe coffee extract I think of war. When I think of war I think of continuity and change of politics, industrialism, human interaction, religious beliefs, power, death, bombings, poisons, diseases, depression and growth.
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Question 1:
I think this photo is a picture of a tea set. I can see the teapot in the background. It looks like it's old and hand painted by the way the circles and squiggle lines are made and how they look. It looks like it was decorated with some sort of gold paint, which makes me think it belongs to someone of higher socioeconomic status. I notice that it's very white and has a lot of blue coloring. It's also very shiny.
Question 2:
When I think of tea-sets or chinaware I think of the country China. When I think of China I start thinking about the Chinese Dynasties. This also makes me think of Revolutionary War times when the Boston Tea Party took place and tea was taxed high. The Revolutionary War connects to many broader themes itself! I am also thinking about how the Jamestown Settlers traded with the Indians. I am also thinking about tableware and what socioeconomic classes used what.
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Question 1:
The object I'm observing is some type of letter mailed during the Civil War period. The letter came through the Confederate States of America. There is no stamp needed because soldiers didn't need stamps to send letters during this time. I noticed that there is an addressee and an addresser on the letter which still continues to this day. The writing is in print and in cursive.
Question 2:
Letters during the Civil War can connect to broader themes in American history through the content written in them. Letters can give first hand accounts of battles. Letters can show personal feelings of a person going into battle, show personal feelings for loved ones, show thoughts about mortality and God.
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Question 1:
I notice that the object is somewhat sphere shaped, but not perfect making it look old. It is hard, appears to be made of lead, appears rough not smooth, and used in war such as in the Revolutionary War.
Question 2:
This Musket Ball could possibly connect to broader themes in American History such as:
- Different wars/battles
- Ammunition production
-Usage of lead
-Soldiers' uniform and equipment
-Improvement with weapons/ammunition
-Beginning of the Revolutionary War
-Beginning of the Civil War






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Question 1:
Historical Thinking is set of literacy skills used for evaluating and analyzing objects/sources from the past. It involves using critical thinking skills such as the 5 Aspects of Historical Thinking. Historical Thinking helps to contrast and compare sources of information to make meaning of the past.
Question 2:
Using objects/items to encourage historical thinking engages students. It sparks their interest, makes them better readers, better thinkers, better citizens, there is more corroboration between students, encourages students to learn more, inspires them to learn on their own. Using objects/items help students understand history.
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Question 1:
The tires connect to World War II and the usage of rubber. The military used rubber for engine belts, tires, etc. However, it was imported, and the Japanese & Germans were using these sources as well. This caused a demand for rubber as well as other resources. The American people limited their use of rubber and certain groceries so the military could do what they needed to do to win the war. Civilians limited car use and were issued coupons to buy certain amounts of food monthly.
Question 2:
-Why are women in the posters?
-Why are soldiers in the posters?
-What do you think these images are trying to tell people?
-Why do you think certain words were used?
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Question 1:
Well, I was definitely thinking about other topics that for sure. I was in WWII not the Civil War.
I think the shoes reflect massive changes in the 19th Century. During this time period the government transformed because the North and the South were going to war, slavery was abolished, massive urbanisation took place, higher levels of productivity, profit, and prosperity were occuring. Nationalism was changing due to the demands of the war. Men weren't volunteering to fight and the government demanded a draft which changed the attitude of many people.
Question 2:
I would use lots of pictures, artifacts, stories, books, and websites to help explain the changing relationship between citizens and the government due to the Civil War.
I'd talk about shoes, tents, guns, uniforms, and how they go with massive production. Plus, how these items were necessary for the war. I'd discuss how items were being cheaply made due to the rations needed.
-I'd discuss the differences between volunteering and the Government draft.
-I'd discuss the abolishment of slavery and how this affected the South's economics.
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Question 1:
Well, I was wrong about a gravestone or memorial for some type of battle..... I don't even know that boundary stones existed in the Washington DC area, but they do! These stones are known to be the oldest National Monuments in the United States .The 40 stone markers (which 36 of the originals still stand today) were set in place by President George Washington, Andrew Ellicott, and a free slave named Benjamin Banneker. 2/3 of the land came from Maryland and 1/3 from Virginia. This diamond shaped land became the new "Capital" of the United States, which would become the most powerful country in the world! It wasn't an easy task and the Federal Government had some say, and over years the boundy was changed, but the stones remain. Some are even in people's yards! I think the boundary stones connect to broader themes in 19th Century history such as economic change, political, demographic, and territorial transformations. This changed how Americans thought about themselves and the areas they were living in. It was a time of great optimism including everything from politics. social tensions, to different religions.The telegraph and railroad offered jobs and new ways for communication. It was definitely a time when people were separated into different social groups.
Question 2:
-Students can do research from different time periods and compare how they have changed, and why they have changed. They can make Venn Diagrams for comparisons and look for differences and similarities.
-Students can compare technology
-Students can compare jobs and requirements.
-Students can read stories, work cooperatively, and make personal connections.
-Students can discuss the how communication between others has changed.
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Question 1:
Connection to Broader Themes
Examples:
- Food production changed. Scientists found new ways to dehydrate foods and preserve them. They were compact and saved spaced. Shipping long distances wasn't an issue because they didn't spoil.
- The pre-made meals required minimal effort, less time, and the non-usage of specialized cooking equipment.
-The meals contained the right about of vitamins and minerals per serving, producing better health and energy.
- Alloted more family time if purchased by civilians. Meals were fast to make.
-Because of the abundance of food & the war ending, companies started selling to domestic consumers.
Question 2:
Before the 20th Century men and women had head-on gender roles in the household. Even though woman were making "leaps and bounds" they were still looked down upon socially, economically, and politically. However, World War II changed this! The government used advertising propaganda to communicate the need for changes in women's roles. The war increased labor demands from everybody, heightened domestic hardships and responsibilities, and intensified pressures for Americans to conform to social and cultural norms. These changes led Americans to rethink their ideas about gender, about how men and women behave and what roles they play in society. Women took on male jobs such as working in factories, plants, or the fields by the thousands and proved that women were capable of much more besides just raising a family, cleaning, and cooking! Women were proving that they could raise a family and keep their local economy on track! This movement sat differently with individuals. Some women belittled other women for taking on more of a "male" role in society, but the changes were definitely beginning!
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Question 1:
In all honesty, I get so thrown off of topic after reading all the items. My head jumps around all over the place and I get so many different thoughts in my mind. But, I will have to say that porcelain had a huge influence on trading. It was first made in China and eventually over centuries and many "attempts" other countries found ways to produce it. Porcelain was a huge import from China as well as silk and tea. Eventually after a long while, the "porcelain fever" broke out in Europe and porcelain was being produced in large quantities and began making a lot of money. The American colonies were invested with the trading items as well. Not only was porcelain big with trading between countries it was used to drink tea from which was a huge fad in Europe and in other countries used as a necessity. Owning porcelain was a tangible sign of prestige and wealth. However, when the 7 Years War ended the American colonies and the British began bashing heads over "who's going to pay for the war." This issue started many protests/issues and King George III and his Parliament started taxing the American colonists on many items, so the American colonist boycotted British goods. This upset the King and brought on many, many issues between Britain and the American colonies. Such as the Boston Tea Party, No taxation without representation, slavery, colonial resistance, the Sons of Liberty, industrial revolution, etc... So... as you can see porcelain connects to many broader themes.
Question 2:
Hmm.. Well, of course I would have to talk to the Loyalists, Patriots, and Neutralists and get their opinions on how they feel things are. I would like to talk to the King and his Parliament. I'd also like to talk to the Indians, the French, and the slaves in the south. I need to hear everyone's opinion first before I can make my personal opinion or argument.
What I need to know...
-Differences living in colonies rather than in Britain
-What colonists did/ or did not do to help Indians.
-Why exactly the French was involved besides ownership of land.
-Why the King felt entitled to tax everyone. What were his feelings towards this?
-Why Patriots, Neutralists, and Loyalists felt they way they did
-How slaves felt
-Trade progression

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Question 1:
Mail connects to broader themes in 19th century history not only by telling personal stories, but it basically was the only means of communication throughout the country. There were no phones, televisions, or computers, so the Post Office was a central meeting places for towns/people to gather and discuss what was occurring throughout the country. Information from the Federal Government was delivered through newspapers, letters, ads, and posters, and word of mouth.
Themes connected to mail:
-Slavery was a big topic between the North and the South and caused a lot of tension.
-Some Postmasters refused to deliver mail due to pro-slavery and safety concerns.
-Mail delivery brought on Religious issues
-Mail delivery brought on Government debates regarding slavery. (Basically the government couldn't stop the institution of slavery.)
-Mail contributed to keeping slavery in southern states even after slaves were granted freedom (Advertisement increased the value of slaves.)
Question 2:
I think the resources helped enhance my prior understanding of the tensions surrounding states rights in the years leading up to the Civil War by showing different perspectives of individuals/groups in the Southern and Northern territories. It was interesting to read about a Northern's perception to slavery compared to a Southern's. Some saw slavery as an evil while the others saw it as a positive good. I think the mail system during this time ripped the communication system into two because some postmasters simply, did not delivering the mail due to their own beliefs or feelings. The mail system was instituted to bring everyone together, but I think it actually divided the country due to misconstrued/or withheld information.
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Question 1:
Mail connects to broader themes in 19th century history not only by telling personal stories, but it basically was the only means of communication throughout the country. There were no phones, televisions, or computers, so the Post Office was a central meeting places for towns/people to gather and discuss what was occurring throughout the country. Information from the Federal Government was delivered through newspapers, letters, ads, and posters, and word of mouth.
Themes connected to mail:
-Slavery was a big topic between the North and the South and caused a lot of tension.
-Some Postmasters refused to deliver mail due to pro-slavery and safety concerns.
-Mail delivery brought on Religious issues
-Mail delivery brought on Government debates regarding slavery. (Basically the government couldn't stop the institution of slavery.)
-Mail contributed to keeping slavery in southern states even after slaves were granted freedom (Advertisement increased the value of slaves.)
Question 2:
I think the resources helped enhance my prior understanding of the tensions surrounding states rights in the years leading up to the Civil War by showing different perspectives of individuals/groups in the Southern and Northern territories. It was interesting to read about a Northern's perception to slavery compared to a Southern's. Some saw slavery as an evil while the others saw it as a positive good. I think the mail system during this time ripped the communication system into two because some postmasters simply, did not delivering the mail due to their own beliefs or feelings. The mail system was instituted to bring everyone together, but I think it actually divided the country due to misconstrued/or withheld information.
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Question 1:
As we already know, the musket ball connects to war and pretty much all aspects of it! For example we can discuss the differences between early firearms and how weaponry has evolved to present day. That could be a long discussion and then some. However, the main problem with Musket Balls was their inaccuracy and unpredictability. Loading early firearms such as the Smoothbore or Long Rifle took a while to load and reload.They were not automatic. Due to this soldiers could only hit at close range hen firing. Because of this issue soldiers began grouping in "lines" because "all" firing together was more accurate, did more damage, and it was easier for those incharge to facilitate and control the soldiers. However, this discipline scared many soldiers and some ran from battle which caused a lot of other issues. Desertion/or Bounty Jumpers were punished in different ways that ranked from getting branded with a "D" to being shot. Walking in lines was considered terrifying, suicidal, and foolish to many.
Question 2:
I think other primary sources such as letters, diaries, pictures, uniforms (parts), government publications, and army materials would help us understand how soldiers lived and felt during the 18th century.
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Title: Shelle Roberts 4th Grade Teacher Module #1
Grade Level: Elementary
Short Answer:
To be honest I would most likely use Elspeth Inglis techniques of questioning with my students. I really liked her Mystery Object. From watching and listening to her teaching experiences she really gets her students engaged and gets them thinking. She doesn't give her students the answers she makes them work together and really think. I also like that she doesn't correct the students at first. She gives them to time.
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Title: Tire in History
Grade Level: Middle
Short Answer:
I would definitely start off with showing the tire picture and letting the students talk with each other about what they think the picture is. I would however, make sure that they know we are learning about World War II. I'd probably have students do some research on rubber and find out where it originated from and ask what would this have to do with WWII? I'd talk about what rubber is used for, why it's important for the military, and why it's important for civilians. I also talk about the words abundance and scarcity and ask questions why limitations were needed during this time period. I'd make connections to the Civil War/ WWI and talk about the scarcity of resources during these time periods as well. I'd probably have students take a virtual tour of a museum/ or go to a museum dealing with WWII. I'd show them my personal pictures from Pearl Harbor and explain how I felt when I went there. I'd find some letters/ journals/books written by a soldier point of view describing his/her experiences during this time period. Perhaps even have students pretend they are soldiers and write letters home. There are so many engaging activities to do with this!
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Title: Civil War/Government Changes
Grade Level: Elementary
Short Answer:
I'd use lots of visuals and hands-on items. I'd engage my students by putting them in small groups with objects and pictures and have them come up with ideas of why these items were necessary for the war. I would probably have a few questions for each group to answer as well such as productivity and ask how massive amounts of these items were made. I'd also ask students where all the money came from to pay for these items.
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Title: Stone/Monuments
Grade Level: High
Short Answer:
I will admit I was completely thrown off by this visual of a boundary stone. I was way off on my thoughts and connections. I don't think I could use this with my 4th graders, but perhaps high schoolers or even college students could branch out because they have a better understanding of the Civil War and who did what and when. However, if I had to use this in my teaching, I would basically talk about borders of countries and states. I'd talk about how some laws are federal and some are state wide. I'd discuss the border between the North and South during the Civil War and discuss why the states either sided with the North or the South and for what reasons. In 4th grade we focus on agricultural and industrialism growth. We don't get much into the government, besides who was leading what, where, and then.
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Title: Non-perishable Foods
Grade Level: Middle
Short Answer:
I think I would hold up the canned food item and have students discuss how food items have changed throughout the years. I teach 4th graders, so this is a bit above my norm, but I'll give it a shot! I'd talk about the differences of fresh foods and preserved foods. I'd ask questions such as; How this was good for the military? What impact did it make? I'd probably go back and discuss how the Indians and settlers preserved foods for the winter and how preservig is different these days. I would probably have students do individual research or group research on what companies helped with World War II and go in to discussions from there. I could also talk about Women's suffrage and how the war made drastic changes for women. I think I'd also see if I could get a World War 2 vet to come and chat with the class, or show a video of that sort.
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Title: Should we Fight or not?
Grade Level: Elementary
Short Answer:
-I think I would set up a debate with students. I'd have Patriots, Loyalists, Neutralist, Indians, & the French. I hold it like court and have the students listen to each other's reasonings and opinions. I'd make sure there was no talking while each group took a turn. Then after everyone hears everyone's side I'd ask the students if they changed their minds and why they changed their minds?
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Title: Mail...War...Mail...
Grade Level: Elementary
Short Answer:
I think slavery is a tough topic to discuss in any grade level! Due to the sensitivity of the topic when I am teaching the reasons the Civil War broke out, I basically talk about the differences that occurred in the northern and southern economies. I talk about agriculture and industrialism. I discuss the differences and similarities, such as what is needed for a successful economy and what's not. I stay away from religious or individual perspectives and opinions period... (from any student or any staff member.) I explain to my students that people are people, no matter what. The color of skin, race, religion, sex, etc... doesn't make us "not human."
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Title: Mail...War...Mail...
Grade Level: Elementary
Short Answer:
I think slavery is a tough topic to discuss in any grade level! Due to the sensitivity of the topic when I am teaching the reasons the Civil War broke out, I basically talk about the differences that occurred in the northern and southern economies. I talk about agriculture and industrialism. I discuss the differences and similarities, such as what is needed for a successful economy and what's not. I stay away from religious or individual perspectives and opinions period... (from any student or any staff member.) I explain to my students that people are people, no matter what. The color of skin, race, religion, sex, etc... doesn't make us "not human."
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Title: Mail...War...Mail...
Grade Level: Elementary
Short Answer:
I think slavery is a tough topic to discuss in any grade level! Due to the sensitivity of the topic when I am teaching the reasons the Civil War broke out, I basically talk about the differences that occurred in the northern and southern economies. I talk about agriculture and industrialism. I discuss the differences and similarities, such as what is needed for a successful economy and what's not. I stay away from religious or individual perspectives and opinions period... (from any student or any staff member.) I explain to my students that people are people, no matter what. The color of skin, race, religion, sex, etc... doesn't make us "not human."
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Title: War
Grade Level: Elementary
Short Answer:
I think I would have pictures/hands-on objects of primary sources for my students to see, or better yet perhaps have a field trip or invite a speaker to come in and explain how soldiers lived and what they had to go through in war. Also, in the past I have taken my class to Pamplin Historical Park located in Petersburg, VA. It is absolutely wonderful! The guides walk students through an entire day as a soldier and do hands-on activities such as line formations with fake rifles. They are shown how soldiers lived in tents, what they did on a daily basis, what they ate, how they made defenses. It's awesome and really opens the students' eyes.It is not only an outdoor facility, but there is a museum inside as well, so rainy days aren't an issue.
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