rev Photo Analysis Lesson and Materials
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Name: TEACHING AMERICAN HISTORY PROJECT The Gilded Age: A Photographic Analysis of America’s Working Class From Kristen DeBona Grade – 11 th Grade U.S. History Length of class period – (2) 50 minutes [Note: I did this activity in one period but next time will either shorten the activity or set aside more time in order to allow for a deeper analysis of the sources.] Inquiry – (What essential question are students answering?) How did that lack of big business regulation during the Gilded Age affect the American working class? In the words of Jacob Riis how did the “Other Half Live”? Objectives (What content and skills do you expect students to learn from this lesson?) The students will analyze photographs taken by Jacob Riis and Lewis Hines to examine the working and living conditions of Americas working families during the Gilded Age. Materials (What primary sources or local resources are the basis for this lesson?) Student copies of the How the Other Half Lives Working Conditions photo analysis packet. Large copies of the Working Conditions Photographs with Photographer Notes Place cards numbered 1‐11 to mark each station Hand held timer or an online stopwatch (depending on the technology available) Activities (What will you and your students do during the lesson to promote learning?) Initiation: Briefly review the background information on the assignment packet and the directions. Assign the students to work into small groups no bigger that 3‐4. Instruct the students that they will be given roughly 5 minutes to work at each station (this number can be adjusted based on class length and number of stations used) and when their time is up they need to move to their next station in numerical order. [Note: Although it does not matter what number station a group starts off at I would recommend that the students follow the numerical order to avoid multiple groups at one station.] Students should progress from station to station examining as many sources as possible, reading the available captions and answering the analysis questions in their packet Monitor the students as they progress from station to station, point out interesting aspects within individual photographs, encourage students to read the captions and ask questions to help the students analyze each set of sources. Closure: Verbally close the lesson by asking and discussing the following questions: o How do many American families live and work during the Gilded Age? o What problems did you notice while examining the sources? o What changes need to be made and how can people work to achieve them? How will you assess what student learned during this lesson? Informal: Monitor and assess the students’ analysis by asking them questions during the activity. Formal: Collect and grade the student’s analysis packets as well as hold them accountable for the material on the unit test/quiz. Connecticut Framework Grade Level Expectations Analyze how the abundance or scarcity of resources affects the nation and the individual.
Transcript of rev Photo Analysis Lesson and Materials
Name:TEACHINGAMERICANHISTORYPROJECT
TheGildedAge:APhotographicAnalysisofAmerica’sWorkingClassFromKristenDeBona
Grade–11thGradeU.S.HistoryLengthofclassperiod–(2)50minutes[Note:Ididthisactivityinoneperiodbutnexttimewilleithershortentheactivityorsetasidemoretimeinordertoallowforadeeperanalysisofthesources.]Inquiry–(Whatessentialquestionarestudentsanswering?)
HowdidthatlackofbigbusinessregulationduringtheGildedAgeaffecttheAmericanworkingclass?InthewordsofJacobRiishowdidthe“OtherHalfLive”?
Objectives(Whatcontentandskillsdoyouexpectstudentstolearnfromthislesson?)
ThestudentswillanalyzephotographstakenbyJacobRiisandLewisHinestoexaminetheworkingandlivingconditionsofAmericasworkingfamiliesduringtheGildedAge.
Materials(Whatprimarysourcesorlocalresourcesarethebasisforthislesson?)
StudentcopiesoftheHowtheOtherHalfLivesWorkingConditionsphotoanalysispacket. LargecopiesoftheWorkingConditionsPhotographswithPhotographerNotes Placecardsnumbered1‐11tomarkeachstation Handheldtimeroranonlinestopwatch(dependingonthetechnologyavailable)
Activities(Whatwillyouandyourstudentsdoduringthelessontopromotelearning?)
Initiation:Brieflyreviewthebackgroundinformationontheassignmentpacketandthedirections. Assignthestudentstoworkintosmallgroupsnobiggerthat3‐4. Instructthestudentsthattheywillbegivenroughly5minutestoworkateachstation(thisnumbercanbe
adjustedbasedonclasslengthandnumberofstationsused)andwhentheirtimeisuptheyneedtomovetotheirnextstationinnumericalorder.[Note:AlthoughitdoesnotmatterwhatnumberstationagroupstartsoffatIwouldrecommendthatthestudentsfollowthenumericalordertoavoidmultiplegroupsatonestation.]
Studentsshouldprogressfromstationtostationexaminingasmanysourcesaspossible,readingtheavailablecaptionsandansweringtheanalysisquestionsintheirpacket
Monitorthestudentsastheyprogressfromstationtostation,pointoutinterestingaspectswithinindividualphotographs,encouragestudentstoreadthecaptionsandaskquestionstohelpthestudentsanalyzeeachsetofsources.
Closure:Verballyclosethelessonbyaskinganddiscussingthefollowingquestions:o HowdomanyAmericanfamiliesliveandworkduringtheGildedAge?o Whatproblemsdidyounoticewhileexaminingthesources?o Whatchangesneedtobemadeandhowcanpeopleworktoachievethem?
Howwillyouassesswhatstudentlearnedduringthislesson?
Informal:Monitorandassessthestudents’analysisbyaskingthemquestionsduringtheactivity. Formal:Collectandgradethestudent’sanalysispacketsaswellasholdthemaccountableforthematerial
ontheunittest/quiz.
ConnecticutFrameworkGradeLevelExpectations
Analyzehowtheabundanceorscarcityofresourcesaffectsthenationandtheindividual.
Name: Analyzeandexplainmultipurposevisualmaterials Evaluateprimaryandsecondaryinterpretationsofahistoricalevent
HowtheOtherHalfLives…WorkingConditions
Background:
AftertheCivilWar,theavailabilityofnaturalresources,newinventions,andareceptivemarketcombinedtofuelanindustrialboom.Thedemandforlabortofillthesepositionsinmines,millsandfactorieswashigh,andbecausetherewassuchahugewaveofimmigrationduringthetime,asteadysupplyofworkerswasavailable.
Theseindustrieswereincrediblyprofitable,buttheworkerswhotoiledinthemdidnotenjoytheprofitsofindustrytothesamedegreeastheownersoftheindustries.Inadditiontoverylowwages,workers’complaintsincludedverylonghoursandunhealthyanddangerousworkingconditions.
Asyoucompletetheactivitytakenotethatmanyoftheworkersinthephotographsarechildren.In1895,theaverageincomeofanurbanmaleworkerwasonlyabout$400ayear,asuminsufficienttosupportafamily.Thelaboroftheirwivesandchildrenhelpedtosupplementthehouseholdincome.Childrenundertheageof16contributedabout20percentoftheincome.Thesechildrenworkednotbecausetheirparentswereheartless,butbecausetheirearningswereabsolutelyessentialfortheirfamily'swell‐being.
Directions:
AsaresultoftheworkofphotojournalistsJacobRiisandLewisHines,thereisalargephotographycollectionwhichdemonstratestheworkingconditionsofAmerica’spoorduringtheGildedAge.Yourjobistovisiteachofthefollowing11stations.Asyouapproacheachstationexamineallofthephotographsavailableandanswerthecorrespondingquestion(s).Bepreparedtodiscussyourfindingsattheendofclass.
Stations:
1. ImmigrationandtheAmericanDream2. FacesoftheLostYouth3. TheMill4. TheFactory5. TheSeafoodIndustry6. Newsies7. TheCoalMine8. SafetyConditions9. StabilityofWork10. PastimesandVices11. Education
Name:Station#1:Immigration
1. Subjects:Whatpeopleandobjectsdoyousee?Describetheirexpressionsandappearance.
2. Action:Whatarethesubjectsdoing?
3. Setting:Whatisgoingonaroundthesubjects?
4. SpecificQuestion:WhydoyouthinkimmigrantscontinuedtocometoAmericadespitetheharshconditions?
Station#2:FacesoftheLostYouth1. Subjects:Whatpeopleandobjectsdoyousee?Describetheirexpressionsandappearance.
2. Action:Whatarethesubjectsdoing?
3. Setting:Whatisgoingonaroundthesubjects?
4. SpecificQuestion:Whydoyouthinkthesepicturesaretitled“FacesoftheLostYouth”?Whatdotheirfutureslooklike?
Station#3:TheMill
1. Subjects:Whatpeopleandobjectsdoyousee?Describetheirexpressionsandappearance.
2. Action:Whatarethesubjectsdoing?
3. Setting:Whatisgoingonaroundthesubjects?Describetheworkingenvironmentandsafetyconditions.
4. SpecificQuestion:WhatdoeslifelooklikeforMillworkers?
Station#4:TheFactory
1. Subjects:Whatpeopleandobjectsdoyousee?Describetheirexpressionsandappearance.
2. Action:Whatarethesubjectsdoing?
3. Setting:Whatisgoingonaroundthesubjects?Describetheworkingenvironmentandsafetyconditions.
4. SpecificQuestion:WhatdoeslifelooklikeforFactoryworkers?
Name:Station#5:TheSeafoodIndustry
1. Subjects:Whatpeopleandobjectsdoyousee?Describetheirexpressionsandappearance.
2. Action:Whatarethesubjectsdoing?
3. Setting:Whatisgoingonaroundthesubjects?Describetheworkingenvironmentandsafetyconditions.
4. SpecificQuestion:WhatdoeslifelooklikeforSeafoodIndustryworkers?Station#6:Newsies
1. Subjects:Whatpeopleandobjectsdoyousee?Describetheirexpressionsandappearance.
2. Action:Whatarethesubjectsdoing?
3. Setting:Whatisgoingonaroundthesubjects?Describetheworkingenvironmentandsafetyconditions.
4. SpecificQuestion:WhatdoeslifelooklikeforNewsies?Station#7:TheCoalMine
1. Subjects:Whatpeopleandobjectsdoyousee?Describetheirexpressionsandappearance.
2. Action:Whatarethesubjectsdoing?
3. Setting:Whatisgoingonaroundthesubjects?Describetheworkingenvironmentandsafetyconditions.
4. SpecificQuestion:WhatdoeslifelooklikeforCoalMineworkers?Station#8:SafetyConditions
1. Subjects:Whatpeopleandobjectsdoyousee?Describetheirexpressionsandappearance.
2. Action:Whatarethesubjectsdoing?
3. Setting:Whatisgoingonaroundthesubjects?Describetheenvironmentandsafetyconditions.
4. SpecificQuestion:Whatchallengesdoworkersfaceintermsofworkplacesafety?Whatneedstochangeandhowcanthatchangebeachieved?
Name:Station#9:StabilityofWork
1. SpecificQuestion:DescribethestabilityofworkduringtheGildedAge.Whatproblemsexist?Howmighttheseproblemsimpactfamilies?
Station#10:PastimesandVices
1. Subjects:Whatpeopleandobjectsdoyousee?Describetheirexpressionsandappearance.
2. Action:Whatarethesubjectsdoing?
3. Setting:Whatisgoingonaroundthesubjects?Describetheenvironmentandsafetyconditions.
4. SpecificQuestion:WhatproblemsdothesephotosrevealaboutlifeforAmerica’sworkingclass?Station#11:Education
1. Subjects:Whatpeopleandobjectsdoyousee?Describetheirexpressionsandappearance.
2. Action:Whatarethesubjectsdoing?
3. Setting:Whatisgoingonaroundthesubjects?Describetheenvironmentandsafetyconditions.
4. SpecificQuestion:Whatroledoyoubelieveeducationplayedinthelivesofimmigrantfamilies?
Name:
FurmanOwens,12yearsold.Can'tread.Doesn'tknowhisA,B,C's.Said,"YesIwanttolearnbutcan'twhenIworkallthetime."Beeninthemills4years,3yearsintheOlympiaMill.Columbia,SouthCarolina.
Name:
AdolescentgirlsfromBibbMfg.Co.inMacon,Georgia.
Name:
Dofferboys.Macon,Georgia.
Name:
Ageneralviewofspinningroom,CornellMill.FallRiver,Massachusetts.
Name:
Amoment'sglimpseoftheouterworld.Saidshewas11yearsold.Beenworkingoverayear.RhodesMfg.Co.Lincolnton,NorthCarolina.
Name:
Someboysandgirlsweresosmalltheyhadtoclimbupontothespinningframetomendbrokenthreadsandtoputbacktheemptybobbins.BibbMillNo.1.Macon,Georgia.
Name:
OneofthespinnersinWhitnelCottonMill.Shewas51incheshigh.Hasbeeninthemilloneyear.Sometimesworksatnight.Runs4sides48centsaday.Whenaskedhowoldshewas,shehesitated,thensaid,"Idon'tremember,"thenaddedconfidentially,"I'mnotoldenoughtowork,butdojustthesame."Outof50employees,thereweretenchildren
abouthersize.Whitnel,NorthCarolina.
Name:
Theoverseersaidapologetically,"Shejusthappenedin."Shewasworkingsteadily.Themillsseemfullofyoungsterswho"justhappenedin"or"arehelpingsister."Newberry,SouthCarolina.
Name:
9p.m.inanIndianaGlassWorks.
Name:
SomeoftheyoungknittersinLondonHosieryMills.London,Tennessee.
Name:
YoungcigarmakersinEngelhardt&Co.Threeboyslookedunder14.Laborleaderstoldmeinbusytimesmanysmallboysandgirlswereemployed.Youngstersallsmoke.Tampa,Florida.
Name:
Dayscene.WheatonGlassWorks.BoyisHowardLee.HismothershowedmethefamilyrecordinBiblewhichgavehisbirthasJuly15,1894.15yearsoldnow,buthasbeeninglassworkstwoyearsandsomenights.Millville,NewJersey.
Name:
RobKidd,oneoftheyoungworkersinaglassfactory.Alexandria,Virginia.
Name:
Oystershuckersworkinginacanningfactory.Allbuttheverysmallestbabieswork.Beganworkat3:30a.m.andexpectedtoworkuntil5p.m.Thelittlegirlinthecenterwasworking.Hermothersaidsheis"arealhelptome."
Dunbar,Louisiana.
Name:
Shrimppickers,includinglittle8yearoldMaxontheright.Biloxi,Mississippi.
Name:
Johnnie,a9yearoldoystershucker.ManwithpipebehindhimisaPadronewhohasbroughtthesepeoplefromBaltimoreforfouryears.Heisthebossoftheshuckingshed.Dunbar,Louisiana.
Name:
Manueltheyoungshrimppicker,age5,andamountainofchildlaboroystershellsbehindhim.Heworkedlastyear.UnderstandsnotawordofEnglish.Biloxi,Mississippi
Name:
Cuttingfishinasardinecannery.Largesharpknivesareusedwithacuttingandsometimeschoppingmotion.Theslipperyfloorsandbenchesandcarelessbumpingintoeachotherincreasetheliabilityofaccidents."Thesaltwater
gitsintothecutsandtheyache,"saidoneboy.Eastport,Maine.
Name:
HiramPulk,age9,workinginacanningcompany."Iain'tveryfastonlyabout5boxesaday.Theypayabout5centsabox,"hesaid.Eastport,Maine.
Name:
Newsiesoutaftermidnightsellingextras.Thereweremanyyoungboyssellingverylate.Youngestboyinthegroupis9yearsold.Harry,age11,Eugeneandtherestwerealittleolder.Washington,D.C.
Name:
FrancisLance,5yearsold,41incheshigh.Hejumpsonandoffmovingtrolleycarsattheriskofhislife.St.Louis,Missouri.
Name:
Newsie,DannyMercurioWashington,D.C.
Name:
Atthecloseofday.Waitingforthecagetogoup.Thecageisentirelyopenontwosidesandnotverywellprotectedontheothertwo,andisusuallycrowdedlikethis.ThesmallboyinfrontisJoPuma.SouthPittston,Pennsylvania.
Name:
ViewoftheEwenBreakerofthePennsylvaniaCoalCo.Thedustwassodenseattimesastoobscuretheview.Thisdustpenetratedtheutmostrecessesoftheboys'lungs.Akindofslavedriversometimesstandsovertheboys,
proddingorkickingthemintoobedience.SouthPittston,Pennsylvania.
Name:
AyoungdriverintheBrownMine.Hasbeendrivingoneyear.Works7a.m.to5:30p.m.daily.Brown,WestVirginia
Name:
Breakerboys,HughestownBoroughPennsylvaniaCoalCompany.OneoftheseisJamesLeonard,anotherisStanleyRasmus.Pittston,Pennsylvania.
Name:
Killingtime.MillboysandmenhangingaroundSwift'sPoolRoom.Saturdayp.m.Acommonsightanyday.Educationalinfluences;badstoriesandremarkswillnotbearrepetition.FallRiver,Massachusetts.
Name:
Messengersabsorbedintheirusualgameofpokerinthe"Denoftheterriblenine"(thewaitingroomforWesternUnionMessengers,Hartford,Connecticut).Theyplayformoney.Someloseawholemonth'swagesinadayandthenareafraidtogohome.Theboyontherighthasbeenamessengerfor4years.Beganat12yearsofage.Heworksallnightnow.Duringanevening'sconversationhetoldmestoriesabouthisexperienceswithprostitutestowhomhe
carriesmessagesfrequently.
Name:
Agroupofnewsiesplayingcrapsinthejailalleyat10p.m.Albany,NewYork.
Name:
11:00a.m.NewsiesatSkeeter'sBranch.Theywereallsmoking.St.Louis,Missouri.
Name:
JuvenileCourt.An8yearoldboychargedwithstealingabicycle.St.Louis,Missouri.
Name:
Adolescentsworkingathome
Name:
BoycarryinghomeworkfromNewYorkSweatshop
Name:
Boylostarmrunningsawinboxfactory
Name:
ClimbingintoAmerica,ArrivalatEllisIsland
Name:
IcarusatopEmpireStateBuilding
Name:
ItaliansarrivingatEllisIsland
Name:
OldtimesteelworkeronEmpireStateBuilding
Name:
RivetingatthetopoftheMooringMastonEmpireStateBuilding
Name:
InaSweatShop
Name:
NightSchoolatSeventhAvenueLodgingHouse
