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HIS 262 Module Six Historical Inquiry Strategy SCIM-C Template
HIstory (262)
Southern New Hampshire University
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HIS 262 Module Six Historical Inquiry Strategy SCIM-C Template Part One: Summarize, Contextualize, Infer, and Monitor Artifact A: Photograph of large Ferris wheel at the World's Columbian Exposition [Chicago, Ill.] digital file from original
- Summarizing a. What type of artifact is it? b. What is the subject matter or purpose? c. Who is the author or creator? d. Who is the audience or user? This photograph captures a spacious Ferris Wheel at the World's Columbian Exposition in Chicago, Illinois. It showcases typical expo attendees alongside the wheel. The image, credited to Weber, served as a promotion for the World's Columbian Exposition in Chicago.
- Contextualizing a. When was the artifact created or used? b. Where was the artifact created or used? c. What was happening in that part of the world? d. What happened at the time the artifact was created or in the period leading up to it? Captured in 1892 to advertise the upcoming World's Columbian Exposition in 1893, this photo was taken from the base of the Ferris wheel, looking upward. The exposition commemorated Christopher Columbus's arrival in the New World in 1492. At the time of the photograph, numerous individuals were observing the wheel and its surroundings. The majority of people depicted in the photo are dressed in formal attire.
- Inferring a. Whose perspectives or points of view does the artifact represent? b. Whose perspectives or points of view does the artifact leave out? c. What biases does the artifact represent? d. What else does the artifact tell you about the event/subject beyond the basic facts? e. How does this artifact emphasize an element of the event/subject that is relevant to issues today? This artifact offers a glimpse into daily life at the base of the Ferris wheel before the Columbian Exposition of 1893. However, it presents a limited perspective by excluding individuals not attired formally and scenes from different times of the day. The bias of this photo is evident in its clear focus on the wheel, which dominates most of the frame, and the participants uniformly dressed in formal attire during daylight hours. Despite these limitations, the artifact highlights the intricate structure of the Ferris wheel, evident from the visible rigging in the image. Moreover, it resonates with modern fairs and expositions, which continue to serve as popular outdoor entertainment venues.
- Monitoring a. What questions and answers in the previous steps need to be re-examined and revised to more fully analyze the artifact? b. How useful is this artifact for representing the event/ subject? c. What information from other sources is needed to develop a historical narrative about the event/subject? Revisiting the artifact's perspective could provide deeper insights into the photograph's essence. Its value lies in the inherent difficulty of staging or falsifying a photograph of this size and era. Further research into the wheel's purpose could unveil how it embodied Ferris's vision for a monumental landmark. Artifact B: Image 200 - Image 201 of “The Best Things to Be Seen at the World's Fair”
- Summarizing a. What type of artifact is it? b. What is the subject matter or purpose?
c. Who is the author or creator? d. Who is the audience or user? This guidebook, published by The Columbia Guide Company in Chicago and authored by John Joseph Finn, delves into the intricate mechanics of the Ferris Wheel from 1893. It serves as a comprehensive resource for anyone interested in understanding the mechanics of the Ferris wheel and exploring the sights of Chicago. 2. Contextualizing a. When was the artifact created or used? b. Where was the artifact created or used? c. What was happening in that part of the world? d. What happened at the time the artifact was created or in the period leading up to it? This guidebook was created in 1893, coinciding with Chicago's hosting of the Columbian Exposition, a grand event featuring participation from multiple countries and showcasing various marvels. Written before the exposition, likely in the latter half of 1893, the guidebook provided insights into the Ferris Wheel and the sights of Chicago. The exposition's location had been decided years in advance, leading to the construction of numerous temporary buildings for the showcase. 3. Inferring a. Whose perspectives or points of view does the artifact represent? b. Whose perspectives or points of view does the artifact leave out? c. What biases does the artifact represent? d. What else does the artifact tell you about the event/subject beyond the basic facts? e. How does this artifact emphasize an element of the event/subject that is relevant to issues today? The perspective on the Ferris Wheel in the guidebook authored by John Joseph Finn is primarily technical, focusing on details such as the wheel's height, the distance visible from the top, and its mechanical workings. The bias of the text leans towards emphasizing the technological specifications of the wheel, encompassing its cost, functionality, and design mechanics. Finn also discusses decorative elements like lights and the typical number of revolutions patrons experience. Furthermore, the guidebook acknowledges the Ferris wheel's widespread presence as a standard attraction at outdoor fairs, available in various sizes to suit different events. 4. Monitoring a. What questions and answers in the previous steps need to be re-examined and revised to more fully analyze the artifact? b. How useful is this artifact for representing the event/ subject? c. What information from other sources is needed to develop a historical narrative about the event/subject? To ascertain whether Finn consistently prioritizes technical aspects across all displays or if he predominantly emphasizes them for the Ferris Wheel alone, further context from the guidebook is necessary. However, the artifact proves valuable as Finn's detailed data suggests an intimate understanding of the Ferris wheel's inner workings. Additional sections of the guidebook and any other guides published alongside Finn's work during the 1892 exposition would provide further insight into his approach and the broader context of the event. Artifact C: Image 112 – Image 116 of Six Months at the World's Fair
- Summarizing a. What type of artifact is it? b. What is the subject matter or purpose? c. Who is the author or creator? d. Who is the audience or user? These pages are excerpted from "Six Months at the World's Fair" by Mark Stevens, offering poetic narratives that capture the perspectives of typical expo attendees. Stevens employs artistic license in retelling the events, providing a vivid portrayal of the experiences and thoughts of those present. The audience for these pages includes anyone interested in gaining insights into the Expo of 1893 through creative storytelling.
exist within each artifact, their combination enables us to discern weaknesses in one narrative over another. However, notable gaps remain, particularly regarding viewpoints from nearby expositions in other countries, their technologies, and engineers not directly associated with Ferris. Addressing these gaps and contradictions necessitates further research using primary resources to uncover the perspectives of individuals outside the immediate circle of engineers and expo journalists. Through this comprehensive approach, a clearer and more comprehensive understanding of the Ferris Wheel and its significance within the 1893 Chicago World Expo can be attained.
Resources Image 113 of Six Months at the World’s Fair. (n.). The Library of Congress. loc/resource/gdcmassbookdig.sixmonthsatworld00stev/? sp=113&st=image&r=-1,-0,3,1, Image 200 of The best things to be seen at the World’s Fair; (n.). The Library of Congress. loc/resource/gdcmassbookdig.bestthingstobese00flin/?sp=200&st=image&r=- 0,0,1,0, Large Ferris wheel at the World’s Columbian Exposition [Chicago, Ill.]. (n.). The Library of Congress. loc/resource/ds.14185/
HIS 262 Module Six Historical Inquiry Strategy SCIM-C Template
Course: HIstory (262)
University: Southern New Hampshire University
