Sample Instructional Plan

Child Labor in the United States during the Progressive Era.

Students show understanding of how humans interpret history by…

· Identifying different types of primary and secondary sources (for example, visual, literary, and musical sources), and evaluating the possible biases expressed in them (e.g., analyzing Paul Revere’s engraving of the Boston Massacre). i

Students examine how access to various institutions affects justice, reward, and power by…

• Identifying and describing examples of tensions between belief systems and government policies and laws, and identifying ways these tensions can be reduced.

CCSS.ELA-Literacy.W.8.1 Write arguments to support claims with clear reasons and relevant evidence

CCSS.ELA-Literacy.RH.6-8.6 Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).

CCSS.ELA-Literacy.RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

CCSS.ELA-Literacy.RH.6-8.9 Analyze the relationship between a primary and secondary source on the same topic.

CCSS.ELA-Literacy.SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

Differentiate between historical facts and historical interpretations

Interrogate historical data

Formulate a position or course of action on an issue

The actions of individuals, groups, and/or institutions affect society through intended and unintended consequences.

How did children help their families to meet basic needs?

What were some differing opinions about child labor?

How can people advocate for change?

Assessment Evidence

Close read of “The Bitter Cry of the Children” activates prior knowledge about child labor.

Students will create a facsimile of Lewis Hine’s “Perfect Little Notebook” to show their understanding of child labor in Vermont.

Performance Task (e.g., presentation, paper, video, blog):

Persuasive letter detailing child labor conditions and suggestions for change.

Texts/Resources

“The Bitter Cry of the Children”

Lewis Hine Photographs

Historical Census Records

Vocabulary

Context, interpret, analyze, research

Labor, doffer, spinner, bobbin, frame, advocate, perspective

Instructional Process

• Connect: How will learners be engaged in the content and skills? What process for a close read of the informational text will allow students to gain the background knowledge they need to ask good questions of the primary sources?

1. Students will acquire historical context by reading together “The Bitter Cry of the Children.” The close read process is:

a.    number the paragraphs

b.    chunk the text and read each chunk together, defining words as needed

c.     underline key phrases in the chunks

d.    in the margin, summarize in less than 10 words what the author is saying in the chunk

e.    at the bottom, summarize what changed

2. Students read Counting on Grace and discuss first from a literary point of view for setting,  character, plot, etc.

3. Students discuss Counting on Grace as a piece of historical fiction.

a. History as having a point of view or argument by comparing the novel’s stance on child labor to a textbook’s description.

b. History as being constructed from sources by analyzing Lewis Hine photographs and matching them to passages in the novel. How did the author use the photographs to write the story?

• Wonder: How will students develop higher-order questions to ask of the primary sources?

            Students generate questions about child labor

What work did children do? How old were they? Why did they need to work?

What was their family circumstance? # children? Immigrants? Who worked?

• Investigate: What process will students use to closely read and investigate the primary sources? If students are to find their own primary sources, where will they find them?

                   Source: Lewis Hine photographs; Process: Visual Thinking and Scaffolded Questioning

Source: US Census Records; Process: Scaffolded Questioning

• Construct: When and how will students work together as they investigate and draw conclusions? How will I support students to organize and synthesize information to answer the research question?

                  Students will create a facsimile “Perfect Little Notebook” with 2-column note taking

• Express: How will students express new ideas and share learning with others? What technology might they use?

Students will write a persuasive letter to the Child Labor Committee providing details about child labor in Vermont and suggestions for reasonable change.

• Reflect: How will I help the students reflect on the significance of the information?

Students will examine a Child Labor Law timeline and see what changes took place.

• Connect: How will new understandings and questions connect to the next lesson?

The next lesson will focus on geography and social action. Students will research global child labor issues today and look at how various organizations are addressing it. They will then identify a concern of their own and choose to either write a persuasive letter or take on a photo action project as Lewis Hine did. For instance, lack of recycling in a community might result in photographs documenting plastic litter or a persuasive letter to the regional recycling agency.