Brief Description

Using photographs of children from 1900-1923 as primary sources, students will analyze historical images to strengthen their ability to observe and deduce.  In visual terms, this lesson will allow students a glimpse at the lifestyles and circumstances of children prior to, and after, World War I.

Standards and Frameworks

Technology Standards

• 5T-E1   Locate information from electronic resources.
• 5T-E2   Evaluate the accuracy, relevance, appropriateness, comprehensiveness and bias of electronic information  sources
• 6T-E1   Determine when technology is useful and select and use the appropriate tools and technology resources to solve problems

• 3SS-E3  Describe and locate the major natural and human features that define places and regions of the United States
• 3SS-E6  Describe the economic, political, cultural, and social processes that interact to shape patterns of human populations, interdependence, and cooperation and conflict

Academic

• Working in small groups, students will access the website and list five observations, plus five deductions that they have discussed as a group as they view the images of children from 1900 to 1923.
• After listing five observations and five deductions, students working in the same small groups, will make a second list of ten reasons supporting their observations and deductions.
• Working individually and following a Six Traits Writing Rubric, students will choose a child in one of the photographs and write a four paragraph descriptive essay on the type of life that he feels that child led, and how it is different than the student’s own life today.

• In a classroom setting with one computer, students will work in small groups to access the website, view each photo and record observations and deductions while discussing the accuracy and appropriateness in a timely manner.

• Students will be adept at accessing websites in a manner to be used for research and will be able to display the photographs from the website on the classroom monitor using a television converter or AverKey.

• Classroom computer with Internet access
• Classroom computer with television monitor hooked to converter
• One hard copy of website instructions  (print out prior to lesson)
• Photograph Observation and Deduction Sheet  (each student should have one)
• Six Traits of Writing Rubric  (use rubric that school district endorses)

SEI and Special Education students will be paired with a study buddy and will be required to write a shorter essay (1-2 paragraphs) as a joint effort comparing two photographs of children from completely different backgrounds. These hard copies will be printed ahead of time.  Additional time will be given if needed.

Gifted students will include two paragraphs in their essay about what students would say 100 years from now about photos of children from the year 2003 and what they would observe and deduce by the surroundings and images in those photos.

Procedures

1. Students have already worked on the concept of observation and deduction.  This lesson is designed to reinforce the idea. First of all, have pictures available from magazines, posters, Internet, etc. to use as examples in class.  The pictures should be relevant to the lesson.  Display photos for students and ask for student input. What do they see? What are the people in the pictures thinking?  Look at the clothing and determine the era.  Keep prompting and encouraging feedback.  After students have volunteered information, ask them to make deductions.  Ask gifted students to elaborate further, ask higher-level questions.
2. Ask if every student has a copy of the Six Traits Writing Rubric.  My students use the one that they have used since sixth grade.  Use the rubric that your students are familiar with. If someone is missing one, provide him with another copy.  (http://rubistar.4teachers.org/view_rubric.php3?id=67426)
3. Divide students into groups of three to four students.  Include special education and SEI students in a group with their usual study buddy.
4. Review the hard copy of website instructions that you have printed for your use and brief students on the website highlights.  Remind them that this is a very easy site to navigate and that they will click on “stars” to access photos.  Inform students that they will become historians by using the computer to access a website (http://nuevaschool.org/~debbie/library/cur/20c/turn/teach/lpl.html) that uses photos that are considered to be historical artifacts.  After students have accessed the website, they will click on the stars (at the site) in order to view each photo.  Students will view all of the photos and will decide as a group the image that they want to focus on.  At this point they will use a converter to project the image on to the classroom television.  Students will be asked to work in a timely fashion, as other groups will need to take a turn.
5. As students are looking at the photo, they will be listing five observations and five deductions that they are discussing about the image.
6. When a group is finished looking at the photos they will return to their seats (as a group) and compile ten reasons why they interpreted the photos the way they did.
7. As groups are waiting for their turn at the computer, they will be brainstorming events that led up to the turn-of-the-century and the major societal changes that were taking place after Reconstruction, the Spanish-American War and the rumblings that were starting to lead up to the beginning of World War I.  Students may use textbooks, reference books or notes.  This brainstorming will prepare them for things that they might look for in the photos.
8. When groups have completed their time on the Internet and finished listing five observations and deductions and their rationale students will discuss additional reasons for interpreting the photos and why their opinions varied.
9. If time allows, a group may observe a different photograph and record more findings.
10. Students will choose a child in one of the photos to write a four paragraph descriptive essay on discussing the type of life that he feels that child led, and how it is different than the student’s own life today.

Part I

• Students will receive one point for each item listed on the Photograph Observation and Deduction Sheet for a total of twenty points.
• Teacher will assess student using the Teacher Observation Form.

Part II

• Using the Six Traits Writing Rubric students will self-evaluate descriptive essays.
• Teacher will assess the validity of observations, deductions and rationale as it relates to the photographs and the student’s ability to substantiate ideas as it relates to differences between the child’s life (in the photo) and the life of the student nowadays.