Lesson Plan

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Elementary Lesson Plan

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Title:

Child Labor – A Study Using Lewis Hine’s Photos

Creator:

Michel Williams, History Connect, Cohort II, June, 2005

Subject:

Social Studies, Language Arts

Course:

Elementary Level

Grade Level:

3rd-5th Grades

Unit Plan:

Social Studies

Standards:

Social Studies: Goals 2 (5th) , 4 (4th), and 6 (5th), 7 (4th)

Language Arts: Goals 2, 3, 4, and 5

Lesson Goals:

Students will:

  • Use the photos of Lewis Hine to explore issues of Child Labor
  • Use figurative language to write their own pieces to describe and understand the historical significance of Child Labor
  • Use the knowledge gained as a springboard to begin to understand the implications of Child Labor even today

Differentiation:

Through the use of technology, primary resources, and authentic research, students will have differentiated instruction. Most of the resources are photographs which speak to all no matter the Native Language or ability and the use of photos allo0ws for various learning style and abilities. Activities that require reading can be completed in small groups, thus eliminating some of the problems associated with students only having the medium of reading/written work available. Assessment will be a piece of creative writing students generate either individually, with a partner, in a small group, or as a large group, following a Paideia (www.paideia.org) type discussion in the group using selected photographs. The teacher will have the responsibility at the Elementary level of conveying the necessary Historical background so students understand a concept unfamiliar to most children.

Duration:

Sessions of 45 minutes to discuss the photograph using the attached suggested Paideia style discussion questions and then sessions of varying lengths for the creative writing aspect.

Teacher Materials:

Computer to access the following web sites for photographs, and research information:

Student Materials:

Teacher will provide brief background information and select photo to be used. Teacher will use the photo using a computer and projector or could download the photo, print it and make an overhead to use with class. Then teacher can use questions similar to those attached. Photos will vary as will the age of students, but using best teacher judgment, students can begin to understand the issue of Child Labor.

Preparation:

Students will need background information and a photo. After discussing the photo, students then can be asked to select a person in the photo, or use the entire photo and write about the feelings of the person, write a letter to or from the people in the photo. Students who have difficulty with English could write a letter, poem, etc. in their own language. Other forms of artistic expression could be used to respond to the photograph and the Historical concept involved.

Procedures:

Culminating Activities:

Students will complete a bulletin board, PowerPoint presentation, Inspiration activity, or other individual activity to share the poetry written to go with the photographs.

Assessment:

Student discussion which values all children’s ideas. Creative project.

Supplemental Resources:

See list under teacher materials.

Technology Integration:

Students will develop an understanding of Industrialization and how technology has changed their lives on a daily basis.

Relevant Websites:

See teacher materials and procedures section

Key Focusing Questions:
  • What perspectives can you gain about Child Labor through a photograph?
  • How can you create the mood of a photo in words so others will understand the consequences of the period in History?

WOW Strategies:
  • Product Focus (“Child Labor” creative activity);
  • Affirmation of the significance of the performance (students will understand different perspectives in history);
  • Novelty and variety (students will look at their own photography as significant in History; perhaps students will also think about taking their own pictures with an eye to their Historical significance);
  • Authenticity (children can relate to other children even if just through a photo);
  • Organization of Knowledge (students will use the knowledge to create a poem that can express the feelings of the event);
  • Content and substance (students are learning about important components of the History of the World through the eyes of a photographer)

File Attachments:
  • Questions (examples) to use in Paideia “discussion.”
  • Copy of “Remember Me” as a possible poem to use as the “found” poem for this activity.

 

 

This lesson plan and its distribution were made possible by a grant from the Wyeth Foundation, the William Hayes Ackland Trust, and the Ackland Art Museum at the University of North Carolina at Chapel Hill.  

 


Child Labor

Suggested “generic” Paideia type questions to use with a photograph selected from Lewis Hine’s photos available at: www.historyplace.com/unitedstates/childlabor/index.html.

 

1.      What is the first thing you notice in the photograph(s)?

2.      What details did you see?

3.      Why do you think the photographer took the photo?

4.      What was the message the photographer wanted people seeing the photo to understand?

5.      What is the theme of the photo?

6.      What is the mood of the photo?

7.      Could there be situations today similar to those in the photograph?

“Remember Me” (written by Michel Williams for the Education Center, Greensboro, NC, found on poster #9151. Intermediate Classroom Beautiful copyright: The Education Center, Inc. Kit #3 – Sheet 10)

 

MARTIN LUTHER KING, JR.

1929-1968

 

REMEMBER ME…

 

Remember me…

            as a man who tried.

Remember me…

            as a man of peace.

Remember me…

            as a man who loved.

Remember me…

            as a man who served.

Remember me…

            as a man walking tall.

Remember me…

            hand in hand with humanity.

Remember me…

            dreaming of a symphony of brotherhood.

Remember me…

 

(Inspired by Martin Luther King’s last sermon played from a recording at his funeral, April 9, 1968)

 

To use as a “found/shared” poem, have student use the line, “Remember me…”, and then create ideas

describing the photograph being used to complete a poem about the person/people in the photo.