Submitted work by Daniel Walters

Analyzing Objects

Porcelain

Musket Ball

Smallpox

Nail

Reaper

Shirtwaist

Transistor

Coffee

Record

Tire

Dishwasher

Dress

Stereograph

Stone

Mail

Shoe

Question 1:
Historical thinking is the ability to see items, pictures, people and events from the past as if you were there to witness the events. By being able to use this point of view, a historical thinker is able to process the information to make sense of the actions and choices made during that moment or time.
Question 2:
Objects are useful in encouraging historical thinking. They are useful due to the fact that they are something tangible that will allow the observer to put themselves into the moment the objects represent. The objects help the thinker be able to feel the moment, think as the people in the moment may have thought and thus begin to gain a fuller understanding of why the actions and decisions were made.
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Module Id: 689
User Id: 1530
Question 1:
The object is an old vinyl record. Looking at the title, Young America, I can conclude that this is not a musical record, rather a spoken word record. From the title, I can also assume that this spoken account will attempt to discuss the foundations of the United States as the republic first began under President George Washington.
Question 2:
In teaching this possible concept, I could connect to the idea of being first to do anything. I can have students think about what would be amazing about being the first and have them think about what is not so great about being the first to do something. I feel this will create a proper mindset to understand what the first government of the US might have felt- both positive and negative- as they started out building a new nation from scratch.
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Module Id: 1128
User Id: 1530
Question 1:
First, I observe that this is a shirt; I believe this is likely a woman's shirt from the early 20th century. I notice it has a high collar and long sleeves. The material is white with a slight striping. Would this shirt be made of cotton?
Question 2:
This shirt could be connected to some different aspects of American history. It could represent the Women's Suffrage movement. This shirt invokes many images of Suffragettes I have seen. This could also represent the many millions of women who worked in sweatshops to help make the garment industry run. The highly debated idea of temperance could also be represented in this image, as the movement was widely championed by women.
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Module Id: 950
User Id: 1530
Question 1:
The title throws me off from the object. When I think of coffee, I don't think of Nescafe. I notice the can does not appear to be opened at all. This makes me wonder what happened that the owner didn't open it. I also notice the label is printed directly onto the metal, unlike the labels we have today.
Question 2:
We have always been told that America is a coffee drinking country. For the broader connection, I would want to ask my students to think of something they are aware of- say- American as apple pie- and then ask them to think about why that is that way.
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Module Id: 1147
User Id: 1530
Question 1:
In observing this image, I don't notice a great deal. What I do notice is that the items appear to be delicate. The items also appear to be isolated in that they are able to receive light and cast shadows freely.
Question 2:
Since I am unable to really explain WHAT this object is, I can only give a metaphorical connection to American history. America stands alone as an experiment of this type of republic. It can be bright and positive or lurk in the shadows of negativity. In other words, America's history has many, complex layers.
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Module Id: 1146
User Id: 1530
Question 1:
This object is both familiar and unfamiliar at the same time. While I can see it is a dishwasher, it looks nothing like the one I have or the one's I've used. The door is incredibly thin, I am left to wonder how the cleaning products are placed in the machine to clean.
Question 2:
This object could relate to the growth of America after World War II. That was a time of great industrial growth as well as modern inventions designed to make home life more efficient and convenient.
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Module Id: 1093
User Id: 1530
Question 1:
I see a letter sent during the Civil War. The postmark is the Confederate states of America. The mail is being sent somewhere in South Carolina.
Question 2:
This image will most certainly have to deal with all things Civil War. This may involve issues of slavery, divided government, secession, and any and all general divisions the country went through during that horrific time.
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Module Id: 1021
User Id: 1530
Question 1:
This appears to be some form of tire graveyard. This is a holding place for used tires and old wheels. It seems like it was in use in the mid-century. It also appears to be lined up against a possible factory. Perhaps this is the dumping ground of a tire factory?
Question 2:
I would make two possible connections. The first connection I would make would be the growth of industrial America in the post WWII era. The second connection I might make is a more modern concept of how we can reduce waste as a way to preserve our nation and planet moving deeper into the 21st century.
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Module Id: 1108
User Id: 1530
Question 1:
I think I was on the right path with my initial answer. The addition I would make to my response is that context is key. For example- the two separate photographs of the first gold found in California are quite different and could cause a nice debate either way by its size. This is something good to remember- that while the information is key and important, it doesn't have much weight without some form of context to anchor the understanding.
Question 2:
I can do my best to have objects available in my class. For my government classes, the actual documents- Constitution, federalist papers, case decisions, etc. are great objects and beyond useful in our learning. For my world history class- it's a little harder- but the more physical things I can have the students physically work with, I feel the better and deeper their understanding will be.
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Module Id: 689
User Id: 1530
Question 1:
The song encompasses many themes of 20th century America. During this time, there was a huge influx of immigrants. With this, the idea of what an American is began to change- both in positive and negative ways. The song speaks to the expected assimilation of the new Americans- which has the expected connotation of leaving their "otherness" behind as they become American. It also speaks to the divergent experiences of the different groups of immigrants. In New York, the Ellis Island experience was, for lack of a better word, more welcoming. Yes, new Americans had to answer 29 questions and be medically fit, but that was a much more gracious welcome than Chinese immigrants felt at Angel Island. The west coast immigration station was designed to detain and discourage immigration from China altogether. In all, the song represents the very real push and pull that all Americans experienced during the massive increase in immigration.
Question 2:
In this historical context, the best sources will be photographs. This is an excellent resource to begin to feel what life for a new immigrant to America might feel like. I would also encourage the examination of primary documents such as the Chinese Exclusion Act. Political cartoons would be a superior resource to begin to understand the immigrant and nativist side of the immigration debate in America at the time. I feel these would give a most rounded glimpse into this version of America.
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Module Id: 1128
User Id: 1530
Question 1:
The shirt connects to broader American history though the story of labor and management. Late 19th and early 20th century labor conditions were appalling at best. Owners wanted maximum profit from their workforce for little to nothing paid out for labor. This resulted in worker burn out and ultimately, incredibly unsafe working conditions. The shirt represents both the tragic loss of life in factories as well as the birth of the labor movement designed to give workers a safe place to work with fair compensation for their labor.
Question 2:
There are some questions left unasked here. First of all, why did the factory owners care so little for the life and well being of their workers? What was going on in American society that made the pursuit of profit superior to the sanctity and dignity of life? What kinds of conditions were laborers (likely immigrants) leaving behind to settle into these horrible working conditions? Were the living conditions for these workers just as bad? Finally, what were the owners so afraid of by treating their employees as partners in this?
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Module Id: 950
User Id: 1530
Question 1:
The instant coffee speaks to the greater need for innovation during World War II. Our soldiers need to eat and food producers were tasked with creating a palatable and shelf stable food source. They rose to the occasion. Once the war was over, those producers want to continue to create those foods, but now had the challenge of convincing Americans that prepackaged food is worth buying and eating. This leads to innovation on the marketing front as well as the food front.
Question 2:
The key limitation in analyzing advertisements in terms of women's roles in society is context and generalization. The advertising wants to speak to the female consumer, so they have to have some understanding of women's roles. That said, it is over generalizing to say that ALL women want A. It is over generalizing to say that ALL women behave B. Advertising also falls short in connecting to regional familial situations. Advertising is meant to hit a large, broad audience. While this can work, it doesn't address society in Florida as compared to society in California, Minnesota or Wyoming. With this mind, examining only advertisements only provides a partial picture of the greater knowledge we are trying to gain.
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Module Id: 1147
User Id: 1530
Question 1:
The transistor is a key factor in the history of America. Put simply, it is the key to our growth and technological innovation. From the birth of the light bulb, phone lines, the original computer to today's modern amenities. Without the birth of the transistor, people may not have been as inspired to be creative as they have been.
Question 2:
The kinds of questions I would want my students to answer are linear questions. Examples of this would be- how can one invention be used to spark a second. Give an example of how the telephone sparked your current connection situation. How would the phone you have in your pocket lead to the next technological rovolution?
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Module Id: 1146
User Id: 1530
Question 1:
The dishwasher represents a bigger picture look at the WWII US and post WWII US economy. It represents a turn from the war time only war production to consumer goods. This was a necessity in order to keep the workers employed. War was good for employment as factories needed every able body to be on the production line turning out equipment for war. With the war over, all of those workers become unnecessary. To prevent a disastrous unemployment spike, the factories turned their eyes to producing new and modern goods that would be desired by the pubic which in turn would keep the need for the labor force.
Question 2:
In particular, the kitchen debate really sets the tone for the divide during the Cold War. Both the Americans and the Soviets were unwilling to try to see things from the other's perspective. It is ridiculous that the Soviets would look at the dishwasher as a loss of social value and morality. It is equally ridiculous that Americans would see the Soviets as heartless/soulless.
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Module Id: 1093
User Id: 1530
Question 1:
Interestingly, I learned that the post office was used as a tool to help spread the concept of abolition. Abolitionists would send their material to homes in southern states in the hopes of trying to change minds and open hearts to bring slavery to an end. Eventually, this further fueled the division between North and South.
Question 2:
This has greatly expanded my understanding of divisions in the country during the pre Civil War era. I knew that there was a push among abolitionists to work to get southerners to change their minds. I didn't know that they used every tool at their disposal- even the post office- to achieve their goal. I was also struck by the change in attitude towards slavery. Slavery was first viewed by our founding fathers as a necessary evil, something that we regrettably need to do. Over time, this viewpoint changed to one of slavery allows freedom and it benefits the slaves, so everyone wins. I knew that slave owners had to have a different point of view, I just never realized how deeply their justifications ran.
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Module Id: 1021
User Id: 1530
Question 1:
This image relates to the key for the US being able to win World War II, the home front. While fighting is critical, soldiers cannot fight if they do not have the necessary equipment. By taking on a posture of sacrifice at home, the US was able to out produce its enemies. For example, Americans agreed to limit their consumption of certain goods (rationing) in order to have enough of those good for the soldiers. This not only included food, but doing without new items during the years of the war. No new cars were produced during the war. Simply put, people at home adopted a concept of self sacrifice for the war because they understood the soldiers were also making sacrifices to win the war and preserve democracy.
Question 2:
From this module, key questions would include:
Why would people voluntarily reduce their consumption? Why would people be willing to break rationing and sell their rationed goods on the black market? What challenges do you think people would have faced at home under rationing? To me the largest question is this- we can look back and know that Americans did make the sacrifice of personal comfort to win the war by collectively agreeing to ration. In our current society, if we were faced with a similar situation, World War III, would we at home be able to pull together and sacrifice as our grandparents did?
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Module Id: 1108
User Id: 1530
Question 1:
This image relates to the key for the US being able to win World War II, the home front. While fighting is critical, soldiers cannot fight if they do not have the necessary equipment. By taking on a posture of sacrifice at home, the US was able to out produce its enemies. For example, Americans agreed to limit their consumption of certain goods (rationing) in order to have enough of those good for the soldiers. This not only included food, but doing without new items during the years of the war. No new cars were produced during the war. Simply put, people at home adopted a concept of self sacrifice for the war because they understood the soldiers were also making sacrifices to win the war and preserve democracy.
Question 2:
From this module, key questions would include:
Why would people voluntarily reduce their consumption? Why would people be willing to break rationing and sell their rationed goods on the black market? What challenges do you think people would have faced at home under rationing? To me the largest question is this- we can look back and know that Americans did make the sacrifice of personal comfort to win the war by collectively agreeing to ration. In our current society, if we were faced with a similar situation, World War III, would we at home be able to pull together and sacrifice as our grandparents did?
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Module Id: 1108
User Id: 1530
Title: World History I/Government
Grade Level: High
Short Answer:
For my government students, the use of key primary source documents will greatly help their understanding of how our government works. I do use them, but this year, I would like to work in some secondary sources to help students gain the necessary context for understanding. For my world history classes, I really wish to utilize the see, think, wonder strategy suggested. I feel comfortable in the material enough this upcoming year to be able to add that into the mix. I think it is a great hook into introducing a concept, but I also think it is great to revisit after we've learned the material to see if they were on the right track to start with.
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Module Id: 689
User Id: 1530
Title: World History I/Government
Grade Level: High
Short Answer:
Context strategies would world most readily in my World History course. I can see this really being useful in units on River Valleys, Greece, Rome, and Middle Ages/Renaissance. I feel that contextual strategies help when making comparisons. Objects or primary sources from one can be compared to the other to see what similarities and differences various civilizations may have between them. For my government class, it is a great way to see what affect government has on the daily lives of people. The primary source of a specific law code can be compared to images of that law being enforced. By using this concept, students will be able to have a more complete and accurate understanding of what they are learning.
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Module Id: 1128
User Id: 1530
Title: World History I/Government
Grade Level: High
Short Answer:
I feel this module encourages story telling. In both my World History and Government classes, I feel that story telling has been the best and most successful tool to help students make connections with the material I'm presenting. This module has inspired me to think of a singular object- something like the shirt- to begin the story telling process. In this case, I will have the students create their own version of the story before taking them on the journey of the real story.
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Module Id: 950
User Id: 1530
Title: World History I/Government
Grade Level: High
Short Answer:
Using the analysis of advertising is particularly useful in government class. We can use this specifically in the concept of elections. We can use various candidate commercials, billboards and other forms of advertising to help create a sense of context of comparison as politics has changed and evolved over time. We can also use these to show how politics has remained steady and rather unchanged as well.
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Module Id: 1147
User Id: 1530
Title: World History I/Government
Grade Level: High
Short Answer:
Making connections from one item or event to another is incredibly important in teaching history. I plan on using this concept specifically in my World History class. In that course, it is quite useful to see how one civilization's advancements can spread and be built upon to enhance a following civilization. Using this method to go through history really does help students make the current real world connections with the recent and even ancient past.
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Module Id: 1146
User Id: 1530
Title: World History I/Government
Grade Level: High
Short Answer:
Making connections between economics and political interactions is a critical connection to make in understanding society. This is true of the world today and it is true of the ancient world I teach about in World History I. An example I can use is how the need for sea trading in ancient Greece led to their growth and wide impact on civilizations to come. Their need to use trade to survive also allowed the Greeks to share their newly developed system of democracy with other civilizations. This connection between economics and government is a key reason why America exists today.
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Module Id: 1093
User Id: 1530
Title: World History I/Government
Grade Level: High
Short Answer:
This module would best suit my government class. We do address the concept of slavery as we examine the 3/5 clause of the Constitution. I could use this module to expand on the concept of changing mindsets. Government never remains the same because society never remains the same. By examining the way in which the view point of slavery changed from the country's founding to the Civil War, we can begin to apply that same critical eye to changing societal views from the 20th into the 21st century.
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Module Id: 1021
User Id: 1530
Title: World History I/Government
Grade Level: High
Short Answer:
I take this module in terms of a look at society. From my World History class, we could use these ideas to examine how the social set up of the various societies we learn about helped keep their day to day life stable. For example, how did the growth of the Roman Empire keep society stable? How did the roles of people in the Empire keep the day to day life moving forward rather than falling apart? In my government class we can look specifically at the system of wartime rationing and examine the legal ramifications. Can the government force people into forced government control over their economic freedoms? What provisions in the Constitution allow for this? We can then look at WHY people didn't seem to push back against this and could it ever happen in our current society?
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Module Id: 1108
User Id: 1530