Who Really Worked to Build America?

2

Who Really Worked to Build America?

Who Really Worked to Build America?

Annie Cunningham and Jodi Kinzinger

Northpoint Elementary School

Summer 2005

Shrimp and Oyster Worker,

Biloxi, Miss. Lewis Hine, photographer.

1911 Feb. LC-USZ6-1306 or LC-USZ62-55649

This web quest will allow the children to discover how people from Illinois and the United States helped better the world.

Overview/State Standards/Resources/Procedures/Evaluation

Overview Back to Navigation Bar
Objectives / The students will:
·  Use the Web Quest to go back in time to learn and observe and analyze the changes in Illinois and America
·  Use multiple primary sources
·  Construct and analyze graphs
·  Observe and compare the differences in the daily life of children from the past to the present
·  Complete a memory book to track students understanding of the unit
Recommended time frame / 6 – 9 weeks
Grade level / 1st and 3rd team lesson
Curriculum fit / Social Science
Resources / ·  Web Quest
·  Image Table
Illinois State Learning Standards Back to Navigation Bar
Language Arts:
GOAL 1: Read with understanding and fluency.
·  1.B. I can ask questions about what I have read and predict what might happen later in a story.
GOAL 3: Write to communicate for a variety of purposes.
·  3.C. I can write to tell what I see, give information, tell why or how something is done, explain why something should be done, and tell a story.
GOAL 4: Listen and speak effectively in a variety of situations.
·  4.B. I can give a report in front of my classmates or other people.
GOAL 5: Use the language arts to acquire, assess and communicate information.
·  5.A. I can find and share information with others. I can answer questions and solve problems using that information.
·  5.B. I can choose and put together information from at least two places for a project.
Social Science:
GOAL 16: Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.
·  16.A. I can use an historical source to describe past events and people and explain why they are important.
·  16.B. I can tell about important political events and people.
·  16.C. I can tell about the different ways people earned a living in the past.
·  16.E. I can tell how people In Illinois, the United States and the world changed their environment in the past.
Procedures Back to Navigation Bar
·  Introduce the topic by reading Arthur’s Pet Business by Marc Brown to the first grade as a group. Third grade will listen to Pepe the Lamplighter by Elisa Bartone.
·  As a group, listen to a visitor speak about their family history of child labor or read history from a primary source.
·  Use the links below to teach mini lessons to each grade separately:
o  http://www.us.ilo.org/teachin/ilokids/wage.cfm
o  http://www.us.ilo.org/teachin/ilokids/make.cfm
o  http://www.us.ilo.org/teachin/ilokids/whatis.cfm
·  As partners, children will brainstorm jobs they do during the week.
·  Third grade students will be given a copy of the web quest in a binder to allow the children to compile a memory book of children’s experiences in the past.
·  Access to the computers will be given once a week at school. Access will also be available at home through the teacher’s website to encourage parent interest.
·  Partners will create a child labor Cinquain (p. 54) using The American Memory Collections from A to Z by Gail G. Petri. Pictures will be used from the student’s memory book to create their poems.
Culmination of the unit may be timed with Thanksgiving to help the children focus on “non-material” reasons they are thankful.
Evaluation Back to Navigation Bar
Rubric

An Adventure of the American Mind

Illinois State University