Making Deductions Based on Limited
Historical Resources
Overview
Often in the course of conducting
historical research, one finds that there is a frustrating shortage of documentation
about an individual’s
life. Sometimes the information can be confusing and seemingly contradictory.
Nevertheless one can make assumptions about that individual’s life
despite the lack of quality documentation.
This activity introduces
the student to both the Virtual City – St.
Louis website and to an early citizen of the city of St. Louis. This assignment
first challenges the learner to answer questions about this person’s
life. After answering these questions, the student will then navigate the
website and answer questions on 1850 St. Louis. Based on the information
gathered from census data and the website, the student will then write a
two page historical fiction of this person.
Objectives
After completing this lesson, students will:
- be able to navigate the St. Louis Virtual City website.
- analyze and interpret
census and statistical documents relating to St. Louis in the years 1840
to 1860.
- write a two-page paper on this
person’s life utilizing information
from the census and statistical documents as well as any outside historical
information. This paper should be written as historical fiction.
Show Me Standards 1.1, 1.2,
1.4, 1.5, 1.6, 1.7, 2.1, 2.7, 4
Process
- Have students visit the St. Louis
Virtual City website. Click on the 1850 Decade site. Allow students to
study the map and guide as well as the statistical
information. Then encourage the students to click on the Old Court House
button on the left side of the screen and begin to navigate the streets of
St. Louis. By using their mouse, students can “walk” the streets
of 1850 St. Louis. Encourage students to click on certain buildings and to
take notes of both street and building construction. Allow ample time for
students to get the hang of using the website. You should plan on monitoring
the students during this activity to help any of those who might be having
trouble with navigating the site.
- Students should take notes over the above information so that they can
use the information on their paper.
- Encourage students to ask themselves the following questions:
- How did people get to work in 1850?
- What types of transportation existed?
- What kinds of jobs might be associated
with this time period?
- What educational opportunities were available?
- What type of public services might be available for the city of St.
Louis in 1850?
- Students should then analyze the following census
data on Albert Hinzpeter
and respond to the questions that follow (see below for possible answers)
- Students should then write their
two-page paper on the life of Albert Hinzpeter. Remember to remind students
that often times historians are faced with a
limited amount of data and can only, at times, surmise the events of that
time period.
Click here for student questions
Possible answers to the
student questions:
1. Mistake on the part of the person
recording the information. The similarity of the different names. Information
about age of Albert and his wife coincides
with information on other census forms.
2. Mistake by person recording census information, proximity of Nassau to France
etc.
3. She is most likely his mother-in-law. Shares same last name as Hannah Beck
who was married to Albert in 1840.
4. Eight. Looks like Gustav died as a child.
5. Sometime between the age of 14 and 16.
6. 15