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counting_on_grace_cooperative

Page history last edited by Tandy 12 years, 12 months ago

 

Child Labor in Pictures

Cooperative Lesson

by Tandy Kibbler

 

Grades: 5-8 

Subject: Social Studies

Objectives:

Students will learn how analyzing photographic work by Lewis Hine and how  his photographs can tell us important details about history.

Students will gain a valuable perspective on work in a booming America and the direct effects that had on children.

Students will create a presentation of photos to share with the class.

 

Standards:

I. U.S. History

     G. Reshaping the Nation and the Emergence of Modern America, 1877-1916

          The student will analyze the transformation of the American economy and the changing social and political conditions in response to the Industrial Revolution.

IV. Historical Skills

     A. Historical Inquiry

          The student will apply research skills through an in-depth investigation of a historical topic.

IV. Historical Skills

     A. Historical Inquiry

          The student will analyze historical evidence and draw conclusions.

 

 

Essential Question: What can we learn about child labor through photographs?

Materials:

Counting on Grace by Elizabeth Winthrop (copies for each student)

Photo Analysis 1 Sheet

laptop/PC with LCD projector and screen

Computer lab/portable lab carts

 

 

Resources:

Child Labor in America 1908-1912 Photographs of Lewis Hine

Lewis Hine Portfolio

Let Children Be Children

5000+ Lewis Hine Photographs

YouTube Video (Lewis Hine: Taking A Stand Against Child Labor

 

Establish Set: Pictures capture a moment in time, an everlasting memory. People take pictures for fun, of family trips, of weddings, and of friends are just some examples of those moments captured in a photograph. Then there are people that take pictures to document a significant and/or historical event. This form of photography is documentary photography. The collection of photos we will be looking at is documenting child labor during the industrialization of America. Many immigrants moved to America for work, booming jobs, to live a dream. Sometimes, children went to work, working 12-13 hour days. Children were cheap and often times because they were small, they could work in more tight, restricted ares of a job that an adult could not. Sometimes children went to work because of a death or disabled parent at home and the family needed the money. Education was not important. At this point show the YouTube video:

 

Procedure:

Prior to starting this lesson, introduce and have the class read Chapter 16 (The Stranger) thru the end of Chapter 22 (Gone). The students are introduced to a fictional Lewis Hine that takes pictures of the children and the children working in the mill.

 

Day One: Using the Photo Analysis 1 Sheet, as a class, analyze a photo from any of the above resources mentioned.  Allow for open discussions.

 

Establish groups of 3-4 students. Each student is responsible for analyzing a photo, if 3 students in a group, then there will be 3 photos to analyze; 4 in a group, then 4 photos. Distribute the Photo Analysis 1 Sheet to the groups. Groups will create a presentation of the photos they have selected, within that presentation, using the Photo Analysis 1 Sheet to guide them with their presentation. While observing the group work, facilitate some questions to the groups to think about, maybe include with their research. Questions like: Can you determine by looking at the photo, the occupation the child was involved in? Why the children worked at the jobs they did?

 

Day Two: Continue with research. Facilitate more questions like: Consider family structure, how did the childs' role might have been influenced by the type of work they did?

 

Day Three: Presentation.  

 

Assessment:  

Group members will use the Group Scoring Rubric to score their group members. Teacher will score students individually on their photo presentation to the class by using the oral presentation rubric.

 

Differentiation: Lower-level students can do their presentation with a peer and para, peer and teacher, or teacher and para. A voicethread is another option and/or voice recording on a portable device is acceptable.

 

 

 

 


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Comments (1)

vanessa.waldahl@st.bemidjistate.edu said

at 7:41 am on Apr 4, 2011

1. Are the lesson objectives clear and directly tied to the children's literature book?
Your objective are very clear and the standards as well. One suggestion would be to elaborate on what type of work they will be learning about.
2. Does the lesson material appear to be age appropriate and accurate?
Yes, this lesson could be used in middle school as stated.
3. Does the material use best practices for social studies content pedagogy?
Yes
4. Are the materials easy to understand, nicely designed, well-written?
The photo analysis sheet needed me to sign into "Google docs" to retrieve. I might switch that up a little. All other links opened fine.
5. Does the lesson plan afford the students ways to improve both their literacy skills and their content knowledge in social studies?
I feel they will use both their literacy skills when writing their presentation.

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