Comparing Kids from the Turn of the Century to Today
Teaching with Primary Sources
Illinois State University
Allison Herbst & Heather Cook
Fairview Elementary
Fall 2013
Teaching with Primary Sources
Illinois State University
School children conducting simple
experiments, Washington, D.C.
Johnston, Frances Benjamin,1864-1952.
Washington, D.C., school survey
Students will learn how to use the Library of Congress Primary Analysis Tool and examine a single photo. The next day they will be asked to choose one of four pairs of early photos of children at school or on playgrounds from around 1900. They will use a compare/contrast graphic organizer to help organize thoughts and ideas. Next they will create a 4 paragraph paper (Intro, Compare, Contrast, Conclusion) organizing ideas they have learned from their investigation and studies. Students will share their paper with the class.
Overview/ Materials/LOC Resources/Standards/ Procedures/Evaluation/Rubric/Handouts/Extension
Overview Back to Navigation BarObjectives / Students will:
· Observe a photograph, fill out Primary Source Analysis Tool and share the information.
· Select and examine one pair of 4 sets photographs and use the Primary Source Analysis Tool to Reflect, Observe, and Question for each image.
· Work with group members to share interesting observations
· Use the information they gathered from photos, from the Library of Congress primary source teacher guide and ThinkQuest websites, to write a paper comparing life around 1900 to life today.
· Will use a graphic organizer to compare and contrast kids of today and kids 100 years ago.
· Use information they have compiled to independently write a paper comparing and contrasting kids’ lives in 1900 and life today.
Recommended time frame / Five 30 minute periods (Writing and sharing of papers may need more time)
Grade level / 2nd – 3rd
Curriculum fit / Social Studies, Writing
Materials / · Primary Source Analysis Tool (online at the Library of Congress website: http://www.loc.gov/teachers/usingprimarysources/guides.html
· Questions for students to think about while examining images
· 8 different images (put into pairs) of children from 1899-1910. See resource table.
· Information from the Teacher’s Guide Primary Source Set “Children’s Lives at the Turn of the Twentieth Century”. http://www.loc.gov/teachers/classroommaterials/primarysourcesets/childrens-lives/
· Compare and Contrast Graphic Organizer
Illinois Learning Standards/Common Core Back to Navigation Bar
CCSS.ELA and Literacy
Reading Informational Text
· RI.3.3Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
Speaking and Listening
· SL.3.1Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners ongrade 3 topics and texts, building on others’ ideas and expressing their own clearly.
· SL.3.1aCome to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
· SL.3.1cAsk questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
· SL.3.1dExplain their own ideas and understanding in light of the discussion.
Writing
· W.3.2Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
· W.3.2aIntroduce a topic and group related information together; include illustrations when useful to aiding comprehension.
· W.3.2bDevelop the topic with facts, definitions, and details.
· W.3.2cUse linking words and phrases (e.g.,also,another,and,more,but) to connect ideas within categories of information.
· W.3.2dProvide a concluding statement or section.
Procedures Back to Navigation Bar
Day One:
· Introduce the Library of Congress website and explain that it has thousands of images and pictures that are from many, many years ago all the way up to things happening today.
· As a class, look at a single picture and explain how to use the Primary Source Analysis Tool at:
http://www.loc.gov/pictures/resource/det.4a27440/
· Students will make observations individually and then share with each other. Display the questions to think about as they look at the image/picture and work through the 3 sections of the tool. *See handout for list of questions taken from LOC Primary Sources Analysis Tool guide
Day Two:
· Students will select a pair of pictures they want to analyze, using the Primary Source Analysis Tool. Later they will and compare these photos to their own life.
· 2 different playground pictures
· 2 different classrooms with teacher teaching
· 2 different classes posing with teacher
· 2 different classes doing activities
All photos above are linked on this page
http://www.sps186.org/teachers/aherbst/?p=71445&b=8
· Students will fill out Analysis Tool on both images on their own.
· Finally students will get with other students who have selected the pair they have, and share what they observed.
· Students will write, on chart paper, 3 interesting or surprising observations their group discussed to share tomorrow.
Day Three:
· Students will share what they thought was most interesting or surprising thing about their pictures.
· The teacher will read information from: http://www.loc.gov/teachers/classroommaterials/primarysourcesets/childrens-lives/pdf/teacher_guide.pdf
· Students will use the ThinkQuest website to gain additional information about students of 1900s. http://library.thinkquest.org/J002606/early1900s.html
· Students will fill out Compare and Contrast Organizer provided, to compare today’s students to students from over 100 years ago.
· Once they finish organizer, each group will gather together and share their ideas.They may add to their organizer if they wish. This will help them prepare for writing a compare/contrast paper.
Day Four:
· Students will write their compare/contrast paper about children of yesteryear and children of today.
Day Five:
· Students will share their paper using document camera.
· All students will listen attentively and ask appropriate questions and give positive feedback to peers.
Evaluation Back to Navigation Bar
Students will be graded on many things throughout the week:
1. Thoroughness of their Analysis Tool
2. The completeness of their Compare/Contrast organizer
3. Their ability work well with and share well with their group
4. A rubric will be used for their paper
5. Their listening and attentiveness during sharing of papers.
Extension Back to Navigation Bar
· Students will be able to watch Little House on the Prairie television episode.
· Use Children’s Object Book from LOC, and examine more deeply how things have changed.
· Investigate Children’s Labor of the early 1900s..
Primary Resources from the Library of Congress
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Image / Description / Citation / URL / Year/ Four black children in yard / Library of Congress, Prints & Photographs Division, Detroit Publishing Company Collection, [Reproduction number, LC-DIG-det-4a27440 / http://www.loc.gov/pictures/item/det1994023908/PP/ / between 1890 and 1910
/ Just kids / Library of Congress, Prints & Photographs Division, Detroit Publishing Company Collection, Reproduction number, LC-DIG-det-4a05674 / http://www.loc.gov/pictures/item/det1994004937/PP/ / c1904
/ Girls' playground, Harriet Island, St. Paul, Minn. / Library of Congress, Prints & Photographs Division, Detroit Publishing Company Collection, Reproduction number, LC-DIG-det-4a12326 / http://www.loc.gov/pictures/item/det1994010557/PP/ / 1905
/ Children's playground, Belle Isle Park, Detroit, Mich. / Library of Congress, Prints & Photographs Division, Detroit Publishing Company Collection, Reproduction number, LC-DIG-det-4a11570 / http://www.loc.gov/pictures/item/det1994000771/PP/ / between 1900 and 1905
/ Elementary school children standing and watching teacher write at blackboard, Washington, D.C. / Johnston, Frances Benjamin, 1864-1952, photographer
Library of Congress, Prints & Photographs Division, Reproduction number, LC-USZ62-90603 / http://www.loc.gov/pictures/item/96516051/ / 1899?
/ School children studying anatomy or health, Washington, D.C. / Library of Congress, Prints & Photographs Division, Reproduction number, LC-USZ62-15548
Johnston (Frances Benjamin) Collection / http://www.loc.gov/pictures/item/2001699123/ / 1899
/ The School at Pinehurst, Summerville, S.C. / Library of Congress, Prints & Photographs Division, Detroit Publishing Company Collection, Reproduction number, LC-DIG-det-4a11950 / http://www.loc.gov/pictures/item/det1994009943/PP/ / between 1900 and 1906
/ Grade school children posed in classroom, with teacher standing in back of room, Washington, D.C. / Johnston (Frances Benjamin) Collection
Library of Congress, Prints & Photographs Division, Reproduction number, LC-USZ62-90211 / http://www.loc.gov/pictures/item/96525653/ / 1899
/ School children measuring and sketching at a stone building, Washington, D.C. / Johnston, Frances Benjamin,1864-1952. Washington, D.C., school survey
Library of Congress, Prints & Photographs Division, Reproduction number, LC-USZ62-24312 / http://www.loc.gov/pictures/item/2001699114/ / 1899
/ School children conducting simple experiments, Washington, D.C. / Johnston, Frances Benjamin,1864-1952. Washington, D.C., school survey
Library of Congress, Prints & Photographs Division, Reproduction number, LC-USZ62-54037 / http://www.loc.gov/pictures/item/2001699119/ / 1899?
Rubric
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Handouts
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Teaching with Primary Sources
Illinois State University