urriculum Context—What is the content/topic for the lesson?
Child Labor in the United States during the Progressive Era. |
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Content Grade Expectations(s) | History & Social Sciences |
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…
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Common Core State Standards: Include at least one writing standard, one reading standard, one speaking and listening standard that will be taught and assessed. | ||||
Writing Standard(s)
CCSS.ELA-Literacy.W.8.1 Write arguments to support claims with clear reasons and relevant evidence
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Reading Standard(s)
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.
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Listening Standard(s)
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.
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Historical Thinking Skills: | Standards in Historical Thinking|
Differentiate between historical facts and historical interpretations Interrogate historical data Formulate a position or course of action on an issue |
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Enduring Understanding: What’s the big idea?
The actions of individuals, groups, and/or institutions affect society through intended and unintended consequences. |
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Focusing Questions:
How did children help their families to meet basic needs? What were some differing opinions about child labor? How can people advocate for change? |
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Assessment Evidence |
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Formative Assessment Practices: Assessments that use evidence of learning to adapt instruction in real time to meet students’ immediate learning needs.
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.
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Summative Assessment/
Performance Task (e.g., presentation, paper, video, blog):
Persuasive letter detailing child labor conditions and suggestions for change. |
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Texts/Resources |
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Informational Text that provides the background knowledge/historical context:
“The Bitter Cry of the Children” |
Primary Sources
Lewis Hine Photographs Historical Census Records |
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Vocabulary |
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What academic vocabulary is essential for this lesson?
Context, interpret, analyze, research
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What vocabulary is needed for a close-read of the texts?
Labor, doffer, spinner, bobbin, frame, advocate, perspective |
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Instructional Process |
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Questions to consider as you develop an instructional plan:
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?
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?
Source: Lewis Hine photographs; Process: Visual Thinking and Scaffolded Questioning Source: US Census Records; Process: Scaffolded Questioning
Students will create a facsimile “Perfect Little Notebook” with 2-column note taking
Students will write a persuasive letter to the Child Labor Committee providing details about child labor in Vermont and suggestions for reasonable change.
Students will examine a Child Labor Law timeline and see what changes took place.
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.
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Course: 8th Grade US History | ||||
Author: The Flow of History | ||||
Contact Information: |
Sample Instructional Plan2013-07-26T18:41:44+00:00