A Look at Families
Then and Now
Jennifer Linehan, Debbie Denning, Denise Peters
Sunset Hills Primary School
Summer 2007
An Adventure of the American Mind
Illinois State University
W.H. Jackson and Family
Library of Congress, Prints and Photographs Division,
Detroit Publishing Company Collection.
This is a follow up lesson to a unit on families. This lesson follows an assignment of children bringing in family photos. After reading the book, Who’s in a Family? (or any other book about families), the teacher will facilitate a discussion about how family life has changed over time. A PowerPoint with pages from The Children’s Object Book
(Life Long Literacy link from Library of Congress) along with current photos will be used for students to observe and analyze. Discussion and activities will follow this PowerPoint. The students’ will be asked to think, observe, discuss, present and write, as they are introduced to historical information.
Overview/ Materials/LOC Resources/Standards/ Procedures/Evaluation/Rubric/Handouts/Extension
Overview Back to Navigation BarObjectives / Students will:
· listen to a story read by the teacher.
· observe and analyze books and photos from two different time periods and connect the photos and discussion to their own lives.
· draw and/or write about their family.
· give an oral presentation about their story/picture.
Recommended time frame / Three, 45 minute time periods.
Grade level / K-2nd
Curriculum fit / Language Arts, Social Sciences
Materials / · Who’s in a Family? By Robert Skutch and Laura Nienhaus (illustrator) Tricycle Press, 1995
· A Look at Family Life Then and Now PowerPoint
Illinois State Learning Standards Back to Navigation Bar
Language Arts:
GOAL 2: Read and understand literature representative of various societies, eras and ideas.
· 2.B. Read and interpret a variety of literary works.
GOAL 3: Write to communicate for a variety of purposes.
· 3.C. Communicate ideas in writing to accomplish a variety of purposes.
GOAL 5: Use the language arts to acquire, assess and communicate information.
· 5.A. Locate, organize, and use information from various sources to answer questions, solve problems and communicate ideas.
· 5.B. Analyze and evaluate information from various sources.
GOAL 16: Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.
· 16.E. Understand Illinois, United States and world environmental history.
GOAL 18: Understand social systems, with an emphasis on the United States.
· 18.A. Compare characteristics of culture as reflected in language, literature, the arts, traditions and institutions.
· 18. B. Understand the roles and interactions of individuals and groups in society.
Procedures Back to Navigation Bar
First 45 minute time period:
· The teacher will begin by reading the Who’s in a Family? book to the class. The book will lead to a discussion about family life.
· Following the discussion the teacher will begin the “A Look at Families Then and Now PowerPoint.” The teacher will slowly go through each page of the PowerPoint and facilitate a discussion about what the students observe.
· The students will connect what they observe with their own life and experiences.
Second 45 minute time period:
· The teacher will revisit a few of the pictures from the PowerPoint and remind students about their discussion.
· Then the students will be asked to draw and/or write a about their own families and connect it to “A Look at Families Then and Now PowerPoint”.
Third 45 minute time period:
· Using the Family Life Then and Now Rubric the teacher will model with her own picture and story an oral presentation.
· The teacher will demonstrate how to make comparisons to her own life and the families of the past.
· Students will then share their final product with the whole class and give specific connections to the “A Look at Families Then and Now PowerPoint”.
· The teacher will record observations of similarities and differences that were stated by the students during the presentations.
Evaluation
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· Students will not be formally evaluated but will be given feedback on their presentations using the Family Life Then and Now Rubric.
Extension Back to Navigation Bar
· Students will be asked to make an artifact sack. This is a brown paper sack that they can decorate and describe their artifact from their own home. They might bring a photo or an object from a room in their house.
· Computer Work Station: Use a direct link to The Children’s Object Book on the Library of Congress website where the students will be able to explore the images of the book on their own.
· Choose an unfamiliar object from one of the pages in The Children’s Object Book and research the object.
· Use picture cards of antique household objects and have students discuss or write about what they think these objects are and how they were used.
Primary Resources from the Library of Congress
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Image / Description / Citation / URL/ W.H. Jackson and family portrait from 1905 / Library of Congress, Prints and Photographs Division, Detroit Publishing Company Collection / http://memory.loc.gov/cgi-bin/query/r?ammem/detr:@field(NUMBER+@band(det+4a28156))
/ Mother and children / Library of Congress, Prints and Photographs Division, Detroit Publishing Company Collection / http://memory.loc.gov/cgi-bin/query/r?ammem/detr:@field(NUMBER+@band(det+4a27679))
/ African American family in front of their home / Library of Congress, Prints and Photographs Division, Detroit Publishing Company Collection / http://memory.loc.gov/cgi-bin/query/r?ammem/detr:@field(NUMBER+@band(det+4a08914))
/ Farm house and family / Library of Congress, Prints and Photographs Division, Detroit Publishing Company Collection / http://memory.loc.gov/cgi-bin/query/r?ammem/detr:@field(NUMBER+@band(det+4a20306))
/ Bedroom from 1900 / Library of Congress, Prints and Photographs Division, Detroit Publishing Company Collection / http://memory.loc.gov/cgi-bin/query/r?ammem/detr:@field(NUMBER+@band(det+4a08553))
/ Paul Revere House / Library of Congress, Prints and Photographs Division, Detroit Publishing Company Collection / http://memory.loc.gov/cgi-bin/query/r?ammem/detr:@field(NUMBER+@band(det+4a23191))
/ Longfellow's home, Portland, Me. / Library of Congress, Prints and Photographs Division, Detroit Publishing Company Collection / http://memory.loc.gov/cgi-bin/query/r?ammem/detr:@field(NUMBER+@band(det+4a07998))
/ Family living room, Paul Revere House, Boston, Mass / Library of Congress, Prints and Photographs Division, Detroit Publishing Company Collection / http://memory.loc.gov/cgi-bin/query/r?ammem/detr:@field(NUMBER+@band(det+4a23188))
/ The Parlor, Longfellow's Wayside Inn, South Sudbury, Mass. / Library of Congress, Prints and Photographs Division, Detroit Publishing Company Collection. / http://memory.loc.gov/cgi-bin/query/r?ammem/detr:@field(NUMBER+@band(det+4a26818))
/ Martha Washington’s Kitchen / Library of Congress, Prints and Photographs Division, Detroit Publishing Company Collection / http://memory.loc.gov/cgi-bin/query/r?ammem/detr:@field(NUMBER+@band(det+4a27630))
/ Mom reading to children / Microsoft Office Online
j0308963.jpg / http://office.microsoft.com/en-us/clipart/results.aspx?qu=families&sc=22#216
/ Asian Family outside / Microsoft Office Online
j0407131.jpg / http://office.microsoft.com/en-us/clipart/results.aspx?qu=families&sc=22#12
/ Large family photo / Microsoft Office Online
j0399982.jpg / http://office.microsoft.com/en-us/clipart/results.aspx?qu=families&sc=22#60
/ Grandpa and grandson sleeping after reading / Microsoft Office Online
j0202054.jpg / http://office.microsoft.com/en-us/clipart/results.aspx?qu=families&sc=22#216
/ Current day bedroom / Microsoft Office Online
0399692.jpg / http://office.microsoft.com/en-us/clipart/results.aspx?qu=bedrooms&sc=22
/ Modern day kitchen / Google.com Images / http://images.google.com/images?svnum=10&um=1&hl=en&q=photos+of+kitchen
/ Modern day kitchen / Google.com Images / http://images.google.com/images?q=photos+of+kitchen&svnum=10&um=1&hl=en&start=20&sa=N&ndsp=20
/ Modern day family room / Google.com Images / http://images.google.com/images?q=photos+of+family+room&svnum=10&um=1&hl=en&start=40&sa=N&ndsp=20
/ Modern day back yard / Google.com Images / http://images.google.com/imgres?imgurl=http://www.dreamsofyesteryear.com/images/gardens-sidewalk-fence.jpg&imgrefurl=http://www.dreamsofyesteryear.com/gardens.htm&h=300&w=400&sz=36&hl=en&start=6&um=1&tbnid=ae7mp0VJvQx0DM:&tbnh=93&tbnw=124&prev=/images%3Fq%3Dgardens%26svnum%3D10%26um%3D1%26hl%3Den
/ Modern day front yard / Google.com Images / http://images.google.com/imgres?imgurl=http://www.dreamsofyesteryear.com/images/gardens-sidewalk-fence.jpg&imgrefurl=http://www.dreamsofyesteryear.com/gardens.htm&h=300&w=400&sz=36&hl=en&start=6um=1&tbnid=ae7mp0VJvQx0DM:&tbnh=93&tbnw=124&prev=/images%3Fq%3Dgardens%26svnum%3D10%26um%3D1%26hl%3Den
/ Tractor planting on a farm / Google.com Images / http://images.google.com/images?q=tractors+planting+on+a+farm&gbv=2&svnum=10&hl=en&start=80&sa=N&ndsp=20
/ Modern day farm / Google.com Images / http://images.google.com/images?q=farming+and+families&gbv=2&svnum=10&hl=en&start=80&sa=N&ndsp=20
/ Raised bed vegetable garden / Google.com Images / http://images.google.com/images?q=vegetable+gardens&gbv=2&svnum=10&hl=en&start=80&sa=N&ndsp=20
/ Children in the old school / Google.com Images / http://images.google.com/images?q=children&svnum=10&um=1&hl=en&start=180&sa=N&ndsp=20
/ Children in modern day school / Google.com Images / http://images.google.com/images?q=children&svnum=10&um=1&hl=en&start=180&sa=N&ndsp=20
/ Children playing in the sand then / Google.com Images / http://images.google.com/images?svnum=10&um=1&hl=en&q=children+playing
/ Modern day kids on a playground / Google.com Images / http://images.google.com/images?q=children+playing&svnum=10&um=1&hl=en&start=20&sa=N&ndsp=20
/ Children playing marbles then / Google.com Images / http://images.google.com/imgres?imgurl=http://www.playgroundfun.org.uk/loadmediafile.aspx%3Fmediaid%3D860%26format%3Djpg&imgrefurl=http://www.playgroundfun.org.uk/GameAlbum.aspx%3FgameVersionID%3D37&h=300&w=300&sz=32&hl=en&start=52&um=1&tbnid=aiAcJnsIpFiqVM:&tbnh=116&tbnw=116&prev=/images%3Fq%3Dchildren%2Bplaying%26start%3D40%26ndsp%3D20%26svnum%3D10%26um%3D1%26hl%3Den%26sa%3DN
/ Children playing marbles now / Google.com Images / http://images.google.com/imgres?imgurl=http://www.playgroundfun.org.uk/loadmediafile.aspx%3Fmediaid%3D860%26format%3Djpg&imgrefurl=http://www.playgroundfun.org.uk/GameAlbum.aspx%3FgameVersionID%3D37&h=300&w=300&sz=32&hl=en&start=52&um=1&tbnid=aiAcJnsIpFiqVM:&tbnh=116&tbnw=116&prev=/images%3Fq%3Dchildren%2Bplaying%26start%3D40%26ndsp%3D20%26svnum%3D10%26um%3D1%26hl%3Den%26sa%3DN
Rubric
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Story Telling: Family Life Then and Now
Teacher Name: Mrs. Linehan
Student Name: ______
Compare and contrast / Student is able to give many details about their picture or story and how it connects to the pictures from the past. / Student is able to give some details about their picture or story and how it connects to the pictures from the past. / Student is able to give very little details about their picture or story and how it connects to the pictures from the past. / Student is unable to provide any details about their picture or story and how it connects to the pictures from the past.
Vocabulary / Uses a varied vocabulary appropriate for the audience, and also successfully tries to use words that they learned during the discussion of the pictures from the past. / Uses a varied vocabulary that is appropriate for the audience and also tries to use a word that they learned during the discussion of the pictures from the past.. / Uses a varied vocabulary that is occasionally a little too simple for the audience. / The student was unable to tell about story or picture.
Audience Contact / Storyteller looks at and tells the story to all members of the audience. / Storyteller looks at and tells the story to a few people in the audience. / Storyteller looks at and tells the story to 1-2 people in the audience. / Storyteller does not look at or try to involve the audience.
Voice / Always speaks loudly, slowly and clearly. Is easily understood by all audience members all the time / Usually speaks loudly, slowly and clearly. Is easily understood by all audience members almost all the time. / Usually speaks loudly and clearly but sometimes the audience has trouble understanding. / Speaks too softly or mumbles. The audience often has trouble understanding.
Connections/Transitions / Connections between students’ story or picture and pictures from the past are creative, clearly expressed and appropriate. / Connections between students’ story or picture and pictures from the past are clearly expressed and appropriate. / Connections between students’ story or picture and pictures from the past are sometimes hard to figure out. More detail or better transitions are needed. / The story or picture seems very disconnected and it is very difficult to figure out.
Date Created: Jun 13, 2007 12:20 pm (CDT)
An Adventure of the American Mind
Illinois State University