tlp_10_dcorleto_teacherside

=Deborah's Lesson Page Teacher Side =

Debbie's Teacher Lesson Page (Student Side)

**Lesson Title: Life in a new world ; A look at the daily life of Immigrant Children & their Families, through the photographs of Jacob Riis & Lewis Hines,1880-1920.**

**Author:** Debbie Corleto


 * Unit Title: When Voices Clash: Contested Pathways to Enlivening American Ideals ( 1840-1912) **
 * Grade Level(s): 8 ( may be adapted for grades 6-7 with Gifted and Talented Extensions) **
 * Age Levels(s): ages 12-14 **
 * Subject Area: Visual Art, Photography, Art History, History and Social Science, Language Arts **
 * Essential Questions: **
 *  How did immigrants respond to America’s systemic inequalities?
 * · How did accelerating industrialization lead to a second wave of Immigration after 1870?
 * · How did the experiences of these new immigrants vary according to their ethnicity and geographic location?
 * · Why and How did they assert their individual and collective rights?

 1. Students will apply the basic principles of historical thinking by researching primary source information,forming their own conclusions from sources to interpret photographs, and sketches as sources of the immigrant's daily life. <span style="font-family: Arial,Helvetica,sans-serif;">2. Students shall also draw conclusions about the 'impact the work the photojournalists <span style="font-family: Arial,Helvetica,sans-serif;">had on the plight of immigrants and their families.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Unit Goals: **

<span style="font-family: Arial,Helvetica,sans-serif;">1. Students shall distinguish primary source photographs as a means of stirring empathy for <span style="font-family: Arial,Helvetica,sans-serif;">immigrants and their families and their daily lives. <span style="font-family: Arial,Helvetica,sans-serif;">2. Students will examine and become familiar with the photojournalists in terms of <span style="font-family: Arial,Helvetica,sans-serif;"> helping to promote the inequalities of the lives of the immigrants. <span style="font-family: Arial,Helvetica,sans-serif;"> 3. Students shall be able to identify immigration through primary source photographs <span style="font-family: Arial,Helvetica,sans-serif;"> 4. Students shall gain an Understanding of Photographs as primary sources. <span style="font-family: Arial,Helvetica,sans-serif;"> 5. Students shall understand the choices that photojournalists make. <span style="font-family: Arial,Helvetica,sans-serif;"> 6. Students shall use photographs to get a feel for the lives and families of immigrants.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Objectives: **

<span style="font-family: Arial,Helvetica,sans-serif;">**USI.2 –** Important consequences of the industrial revolution- growth of big business, environmental impact,expansion of cities <span style="font-family: Arial,Helvetica,sans-serif;"> **USI 23** - analyze the rising levels of political participation and the expansion of America <span style="font-family: Arial,Helvetica,sans-serif;">Curriculum Standards Mass.Art Frameworks; An effective arts curriculum promotes knowledge and understanding of the historical and cultural contexts of the arts. An effective arts curriculum provides opportunities for students to make connections among the arts, with other disciplines within the core curriculum, and with arts resources in the community. <span style="font-family: Arial,Helvetica,sans-serif;"> 6. Purposes and Meanings in the Arts. Students will describe the purposes for which works of dance,music, theatre, visual arts, and architecture were and are created, and, when appropriate, interpret their meanings. <span style="font-family: Arial,Helvetica,sans-serif;"> 1. Roles of Artists in Communities. Students will describe the roles of artists, patrons, cultural organizations, <span style="font-family: Arial,Helvetica,sans-serif;"> 2. and arts institutions in societies of the past and present. <span style="font-family: Arial,Helvetica,sans-serif;"> 1. Chronologies and Cause. Students will understand the chronological order of historical events and recognizethe complexity of historical cause and effect, including the interaction of forces from different spheres of human activity, the importance of ideas, and of individual choices, actions, and character. <span style="font-family: Arial,Helvetica,sans-serif;"> 2. Historical Understanding. Students will understand the meaning, implications, and import of historical events,while recognizing the contingency and unpredictability of history — how events could have taken other directions — by studying past ideas as they were thought, and past events as they were lived, by people of the time. <span style="font-family: Arial,Helvetica,sans-serif;"> 3. Researches, Evidence, and Point of View. Students will acquire the ability to frame questions that can beanswered by historical study and research; to collect, evaluate, and employ information from primary and secondary sources, and to apply it in oral and written presentations. They will understand many kinds and uses of evidence; and by comparing historical narratives; they will differentiate historical fact from historical interpretation and from fiction. <span style="font-family: Arial,Helvetica,sans-serif;"> 4. Organizing Art History Chronologically to Align with History and Social Science <span style="font-family: Arial,Helvetica,sans-serif;"> As students study history, they should become familiar with significant artists and works of art from the periods and cultures they are studying; likewise, as they study the arts, they should deepen their understanding of history and cultures. <span style="font-family: Arial,Helvetica,sans-serif;"> 6.3 Interpret the meanings of artistic works by explaining how the subject matter and/or form reflect the events, ideas, religions, and customs of people living at a particular time in history <span style="font-family: Arial,Helvetica,sans-serif;"> 6.4 Describe how artistic production can shape and be influenced by the aesthetic preferences of a society <span style="font-family: Arial,Helvetica,sans-serif;"> 7.8 Analyze how the arts and artists were portrayed in the past by analyzing primary sources from historical periods <span style="font-family: Arial,Helvetica,sans-serif;"> 7.9 Identify artists who have been involved in social and political movements, and describe the significance of selected works <span style="font-family: Arial,Helvetica,sans-serif;"> 7.10 Describe the roles of government, philanthropy, arts institutions, critics, and the publishing, recording, and tourism industries in supporting the arts and historic preservation, and in creating markets for the arts
 * <span style="font-family: Arial,Helvetica,sans-serif;">Curriculum Standards: **
 * <span style="font-family: Arial,Helvetica,sans-serif;"> The Standards for the Connections Strand are: **
 * <span style="font-family: Arial,Helvetica,sans-serif;"> History and Social Science Curriculum Framework: **
 * <span style="font-family: Arial,Helvetica,sans-serif;"> Students will; **




 * <span style="font-family: Arial,Helvetica,sans-serif;">Materials/Resources: **
 * [|WS 1 EXAMING PHOTOGRAPHS.pdf]**
 * [|WS 2 Photo Analysis .pdf]**
 * [|WS 3 Choose a Character .pdf]**
 * [|WS 4 Written Document Analysis .pdf]**
 * [|WS 5 Letter from Lewis Hines .pdf]**
 * [|WS 6 Map.pdf]**
 * [|WS 7 Photo Analysis Observation .pdf]**
 * [|WS 8 North End History .pdf]**
 * [|WS 9 Triangle Fire .pdf]**
 * [|WS 10 Jacob Riis Writings “ Battling Against Heavy Odds” .pdf]**
 * [|WS 11 Jacob Riis Photos .pdf]**
 * [|WS 12 Lewis Hines Photos.pdf]**
 * [|WS 13 Analyzing Photographs.pdf]**
 * [|WS 14,15,16 Jacob Riis- Shedding Light On NYC's 'Other Half' ( audio & photo).pdf]**
 * [|WS 17 Jacob Riis Christmas In the Tenements .pdf]**
 * [|WS 18, jacob riis, A Story Of Bleecker Street.pdf]**
 * [|WS 19 Short Stories by Jacob Riis, 'Twas Liza's doings.pdf]**
 * [|WS 20 A Century of Immigration, 1820-1924 .pdf]**
 * [|Ws #21.pdf]**
 * [|usimmigration.pdf]**
 * [|Ellis Island Photos .pdf]**
 * [|map of Boston old & new.pdf]**
 * [|map of boston.jpg.pdf]**

1 . 1. Immigrant Kids, Russell Freedman, 1995, Puffin Books 2. [] Selected Images of Ellis Island and Immigration, ca. 1880-1920 3. [] Picturing Modern America 4. Immigration Records (Ship Passenger Arrival Records and Land Border Entries) [] 5. Facts about Ellis Island [] 6. mmigration Images, Google, [|http://www.google.com/images?expIds=17259,18167,23756,24692,24878,24879,25907,26282,26513,26544&sugexp=ldymls&pq=immigration+1180-1920&xhr=t&q=immigration+1880-1920&cp=14&hl=en&client=safari&rls=en&um=1&ie=UTF-8&source=univ&ei=7lSVTKbqII7EsAPO7Py_Cg&sa=X&oi=image_result_group&ct=title&resnum=13&sqi=2&ved=0CF0QsAQwDA&biw=1441&bih=882] 7. The Huddled Masses, [] 8. Jacob Riis Video Youtube 9. http://www.youtube.com/watch?v=EACoIbokOc 10. How the other half lives youtube 11. [] 12. Jacob Riis Photojournalist - [] 13. Tenement Museum - [] 14. Tenement museum—apartment photos **
 * Resources:**
 * 15. Triangle Fire, 1911 [] **
 * 16. Museum of the city of New York [] **
 * 17. Berenice Abbott collection of photos - [] **
 * 18. Jewish Immigration [] **
 * 19. A century of Immigration – Jewish immigration [] **
 * 20. Immigrant Boston - North End[] **
 * 21. Immigrant Boston West End [] **
 * 22. Italian Immigrants in New York [] **
 * 23. Youtube – Italians [] **
 * 24. American Memory Historical Collections [] **
 * 25. The Italian Immigrant Experience [] **
 * 26. Immigration Challenges **
 * [] **
 * 29. PBS Jacob Riis [] **
 * 27. Picture History, Jacob Riis [] **

<span style="font-family: Arial,Helvetica,sans-serif;">Skill 1 <span style="font-family: Arial,Helvetica,sans-serif;">Skill2 <span style="font-family: Arial,Helvetica,sans-serif;">Skill 3
 * <span style="font-family: Arial,Helvetica,sans-serif;">Timeframe: 6-8, 45 minute periods **
 * **<span style="font-family: Arial,Helvetica,sans-serif;">Student Foundational Skills: **
 * **<span style="font-family: Arial,Helvetica,sans-serif;">Student Foundational Skills: **
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students shall be able to Explain, through the use of photographs and journals how immigrants reacted **
 * <span style="font-family: Arial,Helvetica,sans-serif;"> to the life they found in the US. **
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students will be able to Research, evaluate, and synthesize information about the Immigrants and their lives **
 * <span style="font-family: Arial,Helvetica,sans-serif;"> from varied primary sources. **
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students will be able to  Highlight their understanding of the Photojournalists through the research, analysis, **
 * <span style="font-family: Arial,Helvetica,sans-serif;">discussion and presentation of a photojournalistic exhibit. **

<span style="font-family: Arial,Helvetica,sans-serif;">Skill 4 <span style="font-family: Arial,Helvetica,sans-serif;">Skill 5 <span style="font-family: Arial,Helvetica,sans-serif;">Skill 6
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students will be able to Highlight connections across varied disciplines (i.e., art, history, and poetry)   **
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students will be able to demonstrate an understanding of the effects of photojournalists through **
 * <span style="font-family: Arial,Helvetica,sans-serif;"> the arrangement of their exhibit and the information included with the photos. **
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students will be able to see the use of photographs as primary sources. ** ||


 * <span style="font-family: Arial,Helvetica,sans-serif;">Learning Activities and Organizational Notes: **


 * <span style="font-family: Arial,Helvetica,sans-serif;"> 1. Students shall research photojournalists Jacob Riis and Lewis Hines, their photographs and / or poems or journals and how they were used to document the lives of the newly arrived immigrants. **
 * <span style="font-family: Arial,Helvetica,sans-serif;"> 2.Students shall research why they photographed these images and the point of view they presented. How could these photos serve as a way of letting people know what the life of the immigrant was like. **
 * <span style="font-family: Arial,Helvetica,sans-serif;"> 3. Students shall study the photographs of Jacob Riis and Lewis Hines; What is included? Why is it included? **
 * <span style="font-family: Arial,Helvetica,sans-serif;"> 4. What is NOT included? Why? What should have been included from your study and research of the time period. **
 * <span style="font-family: Arial,Helvetica,sans-serif;">5. Discuss what are Primary Sources. **
 * <span style="font-family: Arial,Helvetica,sans-serif;">6. in analyzing these photographs ,students shall determine if these are primary sources. **


 * <span style="font-family: Arial,Helvetica,sans-serif;">Organizational Notes; **
 * <span style="font-family: Arial,Helvetica,sans-serif;">1. Show the Photographs of Riis & Hines **
 * <span style="font-family: Arial,Helvetica,sans-serif;">2. Research the photos and discuss how these were used to inform people of the conditions. **
 * <span style="font-family: Arial,Helvetica,sans-serif;">3. Read the primary source writings ( short stories ) of Jacob Riis. How do these further help people **
 * <span style="font-family: Arial,Helvetica,sans-serif;">4. understand what life was like for immigrants . **
 * <span style="font-family: Arial,Helvetica,sans-serif;">5. How did these stories get people to see the images for immigrants? **
 * <span style="font-family: Arial,Helvetica,sans-serif;">6. Use the written document analysis worksheet, and the photo analysis ws. **
 * <span style="font-family: Arial,Helvetica,sans-serif;">7. Discuss the inherent bias in all primary sources and the specific omission on photos if any . **


 * **<span style="font-family: Arial,Helvetica,sans-serif;">Lesson Process **
 * <span style="font-family: Arial,Helvetica,sans-serif;">Before beginning, students should have a background of; **
 * <span style="font-family: Arial,Helvetica,sans-serif;">a. US Immigration **
 * <span style="font-family: Arial,Helvetica,sans-serif;">b. Jewish Immigration & Settlement **
 * <span style="font-family: Arial,Helvetica,sans-serif;">c. Italian Immigration & Settlement **

<span style="font-family: Arial,Helvetica,sans-serif;"> I. Watch the History channel video on Immigration <span style="font-family: Arial,Helvetica,sans-serif;">II. Read the research
 * <span style="font-family: Arial,Helvetica,sans-serif;">/www.youtube.com/watch?v=F7hpYg6Texg&feature=related **
 * <span style="font-family: Arial,Helvetica,sans-serif;">1. North End History WS # 8 [|WS 8 North End History .pdf] **
 * <span style="font-family: Arial,Helvetica,sans-serif;">2. A century of Immigration – Jewish Immigration **
 * <span style="font-family: Arial,Helvetica,sans-serif;">[|WS 20 A Century of Immigration, 1820-1924 .pdf] **
 * <span style="font-family: Arial,Helvetica,sans-serif;">[] **


 * <span style="font-family: Arial,Helvetica,sans-serif;">3. View Powerpoint US Immigration [|usimmigration.pdf] **


 * <span style="font-family: Arial,Helvetica,sans-serif;">4. Read Jacob Riis’s writing “ Battling against heavy odds”, [|WS 10 Jacob Riis Writings “ Battling Against Heavy Odds” .pdf] **
 * <span style="font-family: Arial,Helvetica,sans-serif;">about the slums & tenements [] **


 * <span style="font-family: Arial,Helvetica,sans-serif;">5. Read the “Genesis of the Tenement” by Jacob Riis **
 * <span style="font-family: Arial,Helvetica,sans-serif;">[] **


 * <span style="font-family: Arial,Helvetica,sans-serif;">6. Read about the Triangle Fire to get a background on some of the labor issues. [|WS 9 Triangle Fire .pdf] **
 * <span style="font-family: Arial,Helvetica,sans-serif;"> [] **


 * <span style="font-family: Arial,Helvetica,sans-serif;">III. Concentrating on the Historical Questions below **
 * <span style="font-family: Arial,Helvetica,sans-serif;">- Choose and then Examine the historical photos and summarize according to the questions below. **
 * <span style="font-family: Arial,Helvetica,sans-serif;">1. What was life like for the Immigrant children and their families in the tenements and cities of New York and the North End, boston? **
 * <span style="font-family: Arial,Helvetica,sans-serif;">a. Were their lives different or similar ? **
 * <span style="font-family: Arial,Helvetica,sans-serif;">b. In what ways? **
 * <span style="font-family: Arial,Helvetica,sans-serif;">c. Describe and elaborate. **
 * <span style="font-family: Arial,Helvetica,sans-serif;">d. What kind of jobs did they have? **
 * <span style="font-family: Arial,Helvetica,sans-serif;">e. What kind of leisure/play activities did they engage in? **
 * <span style="font-family: Arial,Helvetica,sans-serif;">f. What were their living quarters like? **
 * <span style="font-family: Arial,Helvetica,sans-serif;">g. Were they alike or not in each city? **
 * <span style="font-family: Arial,Helvetica,sans-serif;">2. Compare and Contrast the photos of Lewis Hines and Jacob Riis. **
 * <span style="font-family: Arial,Helvetica,sans-serif;">a. Did each photojournalist shoot photos for the same reasons? **
 * <span style="font-family: Arial,Helvetica,sans-serif;">b. How can you tell? **
 * <span style="font-family: Arial,Helvetica,sans-serif;">c. What were the reasons for shooting in a photojournalistic perspective at this time? **


 * <span style="font-family: Arial,Helvetica,sans-serif;">Photography Questions **
 * <span style="font-family: Arial,Helvetica,sans-serif;">a. What is the photograph’s composition? **
 * <span style="font-family: Arial,Helvetica,sans-serif;">b. What moment in time does the photograph capture? **
 * <span style="font-family: Arial,Helvetica,sans-serif;">c. What is the setting of this photograph? **
 * <span style="font-family: Arial,Helvetica,sans-serif;">d. What is the focal point of the photograph? **


 * <span style="font-family: Arial,Helvetica,sans-serif;">Viewer Questions **
 * <span style="font-family: Arial,Helvetica,sans-serif;">a. Why did the photographer select these particular elements to include in the photograph? **
 * <span style="font-family: Arial,Helvetica,sans-serif;">b. What don’t you see? **
 * <span style="font-family: Arial,Helvetica,sans-serif;">c. Why did the photographer emphasize certain elements and not others? What’s in focus? **
 * <span style="font-family: Arial,Helvetica,sans-serif;">d. Is only one person or element in focus, or are many elements in focus? **
 * <span style="font-family: Arial,Helvetica,sans-serif;">e. Why did the photographer take the picture at this moment? **
 * <span style="font-family: Arial,Helvetica,sans-serif;">f. What happened before or after this picture was taken? **
 * <span style="font-family: Arial,Helvetica,sans-serif;">g. Why did the photographer take the picture from this angle? **
 * <span style="font-family: Arial,Helvetica,sans-serif;">h. What might the scene have looked like from another vantage point **
 * <span style="font-family: Arial,Helvetica,sans-serif;">— from left, right, behind, above, or below? **
 * <span style="font-family: Arial,Helvetica,sans-serif;">Optional: **
 * <span style="font-family: Arial,Helvetica,sans-serif;">3. View the photos of Alfred Steiglitz and decide if his photos have as much to say as the photos **
 * <span style="font-family: Arial,Helvetica,sans-serif;">of Hines & Riis. How can you tell? ** ||

<span style="font-family: Arial,Helvetica,sans-serif;">Student worksheets are assessments as well as the final project.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Lesson Assessments: **
 * <span style="font-family: Arial,Helvetica,sans-serif; margin: 0px; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0.5em;">Students shall do the worksheets and then present findings to class as a group.
 * <span style="font-family: Arial,Helvetica,sans-serif; margin: 0px; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0.5em;"> Have students do a compare and contrast on the board as groups do presentations.
 * <span style="font-family: Arial,Helvetica,sans-serif; margin: 0px; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0.5em;">Discuss the compare and contrast chart made.
 * <span style="font-family: Arial,Helvetica,sans-serif; margin: 0px; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0.5em;">Introduce students to the photographs of Jacob Riis & Lewis Hines. Discuss, Q&A
 * <span style="font-family: Arial,Helvetica,sans-serif; margin: 0px; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0.5em;">Discuss primary source documents.
 * <span style="font-family: Arial,Helvetica,sans-serif; margin: 0px; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0.5em;">Explore the circumstance of why certain locations were chosen to photograph and others were not


 * **<span style="font-family: Arial,Helvetica,sans-serif;">Process **


 * <span style="font-family: Arial,Helvetica,sans-serif;">Day 1 Summarizing **
 * <span style="font-family: Arial,Helvetica,sans-serif;">A. students quickly examine the documentary aspects of the photos, in order to find any information or evidence that is explicitly available from the source. **
 * <span style="font-family: Arial,Helvetica,sans-serif;">B. identify the source's subject, photographer, purpose, and audience, as well as the type of historical source (e.g., letter, photograph, cartoon). **
 * <span style="font-family: Arial,Helvetica,sans-serif;">C. look for key facts, dates, ideas, opinions, and perspectives that appear to be immediately apparent within the source. **


 * <span style="font-family: Arial,Helvetica,sans-serif;">The four analyzing questions associated with the summarizing phase include: **


 * <span style="font-family: Arial,Helvetica,sans-serif;">1. What type of historical document is the source? **


 * <span style="font-family: Arial,Helvetica,sans-serif;">2. What specific information, details and/or perspectives does the source provide? **


 * <span style="font-family: Arial,Helvetica,sans-serif;">3. What is the subject and/or purpose of the source? **


 * <span style="font-family: Arial,Helvetica,sans-serif;">4. Who was the author/artist/photographer and/or audience of the source? **


 * <span style="font-family: Arial,Helvetica,sans-serif;">Day 2 Contextualizing **


 * <span style="font-family: Arial,Helvetica,sans-serif;">A. students spend more time with the source in order to explore the authentic aspects of the source in terms of locating the source within time and space. **
 * <span style="font-family: Arial,Helvetica,sans-serif;">The teacher needs to emphasize that it is important to recognize and understand that archaic words and/or images from the period may be in a source. **
 * <span style="font-family: Arial,Helvetica,sans-serif;">These words and/or images may no longer be used today or they may be used differently, and these differences should be noted and defined. **
 * <span style="font-family: Arial,Helvetica,sans-serif;">In addition, the meanings, values, habits, and/or customs of the period may be very different from those today. **
 * <span style="font-family: Arial,Helvetica,sans-serif;">B. students and teachers must be careful to avoid treating the source as a product of today as they pursue their guiding historical question. **


 * <span style="font-family: Arial,Helvetica,sans-serif;">The four analyzing questions associated with the contextualizing phase include: **


 * <span style="font-family: Arial,Helvetica,sans-serif;">1. When and where was the source produced? **


 * <span style="font-family: Arial,Helvetica,sans-serif;">2. Why was the source produced? **


 * <span style="font-family: Arial,Helvetica,sans-serif;">3. What was happening within the immediate and broader context at the time the source was produced? **


 * <span style="font-family: Arial,Helvetica,sans-serif;">4. What summarizing information can place the source in time and place? **


 * <span style="font-family: Arial,Helvetica,sans-serif;">Day 3 Inferring **
 * <span style="font-family: Arial,Helvetica,sans-serif;">A.provide students with the opportunity to revisit initial facts gleaned from the source **
 * <span style="font-family: Arial,Helvetica,sans-serif;">B. begin to read subtexts and make inferences based upon a developing understanding of the context and continued examination of the source. **
 * <span style="font-family: Arial,Helvetica,sans-serif;">In answering an historical question and working with the primary source, sometimes the evidence is not explicitly stated or obvious in the source, but rather, the evidence is hinted at within the source and needs to be drawn out. **
 * <span style="font-family: Arial,Helvetica,sans-serif;">C. The inferring stage provides room for students to explore the source ****<span style="font-family: Arial,Helvetica,sans-serif;">and examine the source's perspective in the light of the historical questions being asked. **


 * <span style="font-family: Arial,Helvetica,sans-serif;">The four analyzing questions associated with the inferring phase include: **
 * <span style="font-family: Arial,Helvetica,sans-serif;">1. What is suggested by the source? **
 * <span style="font-family: Arial,Helvetica,sans-serif;">2. What interpretations may be drawn from the source? **
 * <span style="font-family: Arial,Helvetica,sans-serif;">3. What perspectives or points of view are indicated in the source? **
 * <span style="font-family: Arial,Helvetica,sans-serif;">4. What inferences may be drawn from absences or omissions in the source? **


 * <span style="font-family: Arial,Helvetica,sans-serif;">Day 4 Monitoring **
 * <span style="font-family: Arial,Helvetica,sans-serif;">A. students are expected to question and reflect upon their initial assumptions in terms of the overall focus on the historical questions being studied. **
 * <span style="font-family: Arial,Helvetica,sans-serif;">B. make sure that students have asked the key questions from each of the previous phases. **
 * <span style="font-family: Arial,Helvetica,sans-serif;">C. Such a process requires students to examine the credibility and usefulness or significance of the source in answering the historical questions at hand. **


 * <span style="font-family: Arial,Helvetica,sans-serif;">The four analyzing questions associated with the monitoring phase include: **


 * <span style="font-family: Arial,Helvetica,sans-serif;">1. What additional evidence beyond the source is necessary to answer the historical question? **


 * <span style="font-family: Arial,Helvetica,sans-serif;">2. What ideas, images, or terms need further defining from the source? **


 * <span style="font-family: Arial,Helvetica,sans-serif;">3. How useful or significant is the source for its intended purpose in answering the historical question? **


 * <span style="font-family: Arial,Helvetica,sans-serif;">4. What questions from the previous stages need to be revisited in order to analyze the source satisfactorily? **


 * <span style="font-family: Arial,Helvetica,sans-serif;">Day 5 & 6 Corroborating- **
 * <span style="font-family: Arial,Helvetica,sans-serif;"> Students should now read the documents listed below and use the primary source Ws analysis sheet. Students should also research maps of the areas at the time. Use the maps to pinpoint where these immigrants lived. Use Ws #4 [|WS 4 Written Document Analysis .pdf], # 5 [|WS 5 Letter from Lewis Hines .pdf] **


 * <span style="font-family: Arial,Helvetica,sans-serif;">1. extend and deepen student analysis through comparing the evidence gleaned from each source in light of the guiding historical questions **


 * <span style="font-family: Arial,Helvetica,sans-serif;">A. What similarities and differences in ideas, information, and perspectives exist between the analyzed sources? **
 * <span style="font-family: Arial,Helvetica,sans-serif;">B. Students should also look for gaps in their evidence that may hinder their interpretations and the answering of their guiding historical questions. When they find contradictions between sources, they must investigate further, including the checking of the credibility of the source. **
 * <span style="font-family: Arial,Helvetica,sans-serif;">C. Once the sources have been compared the student then begins to draw conclusions based upon the synthesis of the evidence, and can begin to develop their own conclusions and historical interpretation. **


 * <span style="font-family: Arial,Helvetica,sans-serif;">The four analyzing questions associated with the corroborating phase include: **


 * <span style="font-family: Arial,Helvetica,sans-serif;">1. What similarities and differences between the sources exist? **


 * <span style="font-family: Arial,Helvetica,sans-serif;">2. What factors could account for these similarities and differences? **


 * <span style="font-family: Arial,Helvetica,sans-serif;">3. What conclusions can be drawn from the accumulated interpretations? **


 * <span style="font-family: Arial,Helvetica,sans-serif;">4. What additional information or sources are necessary to answer more fully the guiding historical question? **


 * <span style="font-family: Arial,Helvetica,sans-serif;"> Day 7 Researching maps **


 * <span style="font-family: Arial,Helvetica,sans-serif;">1. Research birds eye view maps and city maps of the North End of Boston and New York City of the time. **
 * <span style="font-family: Arial,Helvetica,sans-serif;">2. Use Ws # 6. [|WS 6 Map.pdf] **
 * <span style="font-family: Arial,Helvetica,sans-serif;">3. Choose some maps to further visualize the areas you are studying. **


 * <span style="font-family: Arial,Helvetica,sans-serif;"> Day 8 - Creative Writing assignment **
 * <span style="font-family: Arial,Helvetica,sans-serif;">1.Form groups and ask each group to create a story around its photograph that addresses the issues of child labor. Possible issues include safety on the job, inability to get an education, health hazards in the work environment, general health of young children, the movement to abolish child labor, and general living conditions of the era. **
 * <span style="font-family: Arial,Helvetica,sans-serif;"> 2. Ask students to create a diary entry for a person in one of the photographs. Direct students to describe in detail the person's workday and explain his or her reasons for working and feelings about the job. **


 * <span style="font-family: Arial,Helvetica,sans-serif;">Day 9 Final Project **
 * <span style="font-family: Arial,Helvetica,sans-serif;">1. Begin to pull together all your findings. **
 * <span style="font-family: Arial,Helvetica,sans-serif;">2. Choose photos that will exhibit the answers to the questions above. **
 * <span style="font-family: Arial,Helvetica,sans-serif;">3. Choose as many photos as you need but no fewer than 10. **
 * <span style="font-family: Arial,Helvetica,sans-serif;">4. Add the written documents to your exhibit to further state your findings. **
 * <span style="font-family: Arial,Helvetica,sans-serif;">5. Add maps of the areas to give a feel for where these places are. **
 * <span style="font-family: Arial,Helvetica,sans-serif;">6. Add any documented facts that you may have come across to enhance and explain your exhibit. **
 * <span style="font-family: Arial,Helvetica,sans-serif;">7. Add the choose a character Ws that you did and include the photograph that you used. **


 * <span style="font-family: Arial,Helvetica,sans-serif;">Remember this is primarily a photojournalistic exhibition with other primary sources . ** ||


 * <span style="font-family: Arial,Helvetica,sans-serif;">Teacher Notes: **
 * Before beginning make sure that all students are familiar with Primary and secondary sources.**
 * Be sure to point out that paintings, photographs and posters may also be primary sources just as written and oral excerpts may be.**
 * Discuss what makes a good photograph.**
 * Discuss what Photojournalism is.**


 * __Available for download on KINDLE - " How The Other Half Lives", by Jacob Riis. This has all the photos mentioned above and Jacob Riis's writing also.__**

__**Available for free on Google books " How the Other Half Lives", by Jacob Riis,**__ []


 * Also a good middle school reader on the subject of children and immigration is available on Kindle or at the Boston Public Library ebooks, __" The King of Mulberry Street" by Donna Jo Napoli__**. It is written for grades 6-7-8- and tells the story of a young boy and his passage to America and what happens to hi when he gets there.

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 * Avaliable on Google books for $6.99, " The King of Mulberry Street" by Donna Jo Napoli,**

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