Teacher Lesson Plan Harvey in the Past--Year 1906

Purpose: To enable students to explore the history of their community through the use of primary sources, Internet web sites, and print and nonprint resources. As stated in Illinois State Goal 16: "George Santayana said 'those who cannot remember the past are condemned to repeat it.' In a broader sense, students who can examine and analyze the events of the past have a powerful tool for understanding the events of today and the future. They develop an understanding of how people, nations, actions and interactions have led to today's realities. In the process, they can better define their own roles as participating citizens."

Grade Level: 3-6

Time Required: Total project can last for one to three weeks (depending on depth of project performed and activities chosen.) This exploration of the past will take 2-3 hours if it is done well. If you add some of the optional activities, you can easily spend many more hours.

Objectives: The learner/student will:

1. Examine primary source photographs that depict historical views of their community.

2. Work in cooperative groups to discuss, divide tasks, and share information.

3. Gather their own primary sources and digitize them.

4. Research, take notes, synthesize information, and communicate information to their group and to the whole group.

5. Construct understanding about historical events and historical individuals by role playing time travel

6. Utilize technology to research, explore, gather and present information.

7. Discuss the history of their community, Harvey, Illinois and some of the individuals who played a part in its history.

8. Explain the difference between past, present and future time; place themselves in time.

9. Ask historical questions and seek out answers from historical sources (e.g., myths, biographies, stories, old photographs, artwork, other visual or electronic sources).

10. Identify the differences between historical fact and interpretation.

11. Explain how the economy of the students’ local community has changed over time.

12. Describe how the local environment has changed over time.

Project Standards:

Illinois Learning Standards
Language Arts	Social Science	Fine Arts	Social-Emotional

and National Educational Technology Standards for Students (NETS)

Integrated Curriculum: Reading, Writing, Speaking, Listening, Social Science, Technology, Art, (Math could easily be added through demographics and historical data collection, map skills, etc.)

Overview of Activity:
Students will enter door to the past and see a time machine. Students are to click on the door and then after a series of flashes will find themselves in the year 1906. You will need to facilitate this activity. If you need to break up this experience into several days, try to stop at the end of one of the activities--at the end of the virtual tour is a particularly appropriate break.

Reading through the web page, students are asked to experience life in the past. Students need to be encouraged to actually pretend to be in that year. There are several activities that will impact on their experience. Before beginning, it would be best if groups are chosen so that the students participate in the experience as a group. If students prefer to work individually, that is acceptable. You might find it necessary to explain to the group that every time they see words in red they should click on them. Red words are hyperlinks.

Activity 1: Look at the old scrapbook. This scrapbook was created using primary source photographs found on the AAM website. The fictional descriptions were added based on the actual description of the photograph found in AAM website and linked via the image table. The purpose of the scrapbook is to bring the photographs to life for the students. At the conclusion of this experience, teachers will want to be sure that the students understand that the descriptions in the scrapbook are fictional but based on fact. (15-30 minutes)

Activity 2: Take notes. Students or the teacher can print out the notes form. On the online form the students can find hints in case they get stuck with finding an answer. It is best if every student take notes. From experience, I have found that if there is only one form for the group, there are students who will be less involved. Also, by having everyone complete a form, it promotes more discussion. (5-10 minutes to print and look it over.)

Activity 3: View photographs from historical Harvey as if they were there. These are the photographs that were found on the AAM website. Students should take time to look at the photographs, discuss them, and take notes about what they notice. (30-45 minutes)

Activity 4: Virtual Tour of 1900 House. PBS has a virtual tour that is available at http://www.pbs.org/wnet/1900house/index.html. Students need to click on the little house in the top right section of the page. They can tour the bedroom, parlor, bathroom, kitchen, and scullery. Although this home was actually in London, there are videos and lots of information about life that can be learned from this site.
(30-45 minutes)

Activity 5: Visit with historically significant Harvey residents. The links lead to websites that explain the significance of Turlington Walker Harvey, Lucy Page Gaston, and Amanda Berry Smith. Although Ida B. Wells was not from Harvey but rather from Chicago, her significant contributions might have been a topic of conversation on the streets of Harvey. (45-60 minutes)

Activity 6: Return to the present and share your experience. As a facilitator, you will need to coordinate the sharing of experiences and information as each group shares. (30 minutes)

Required Materials:
1 computer with internet access for each group or individual not working in a group
Notes form printed for every member of class
Pencils or pens to take notes
You could print the 3 photographs referred to in paragraph four if you wish to do part of this activity without computer access.
Materials for any additional optional activities chosen.

Evaluation:

Students will be evaluated on their cooperative group work, information gathered, and participation in sharing of experiences.

Additional Optional Activities:

1. Vocabulary Web 1
   Students analyze a photograph from AAM and write 4 adjectives that describe something within the photograph. Then students are to think of or use thesaurus or dictionary to find synonyms or phrases that mean the same. Purpose is to increase student vocabulary. Students could then write about the photograph using the new, richer adjectives. (MS Word 2003 Version) (pdf version)
   
   
2. Vocabulary Web 2
   Students analyze a photograph from AAM and write 4 adjectives that describe something within the photograph. Then students are to think of or use thesaurus or dictionary to find synonyms or phrases that mean the same. Purpose is to increase student vocabulary. Students could then write about the photograph using the new, richer adjectives. (MS Word 2003 Version) (pdf version)
   
   
3. Photograph Analysis
   
   
4. How did others view the South Suburbs?
   Students will view the photographs in the image table 1 and 2 and determine which photos were taken in the southern suburbs. Discuss why the photographers chose to photograph these particular things in each suburb. What do these photographs say about each suburb? What theme or themes run through many of the photographs? ( ex. I noticed that many are about sports in each suburb.) How do the photos of the past compare to what each suburb is like today?
   
   
5. My Ancestors
   Students bring in one photograph of an ancestor. Students analyze the photograph and try to learn as much as they can from that one photograph. They can digitize the photograph by using a scanner and write whatever they know about the photo. Students would learn about primary sources and their value. If students have access to historical photographs from Harvey, this project could be very valuable.
   
   
6. How did my family come to Harvey?
   Students will interview family members to learn their own story about how they came to this community. Why did they chose to come here? When did their family come here? What were the hopes and dreams my family had when they came here?
   
   
7. Photograph Sorting Activity found in Professional Development. There are many activities in the professional development section of this project that can be used with students.
   
   
8. See teacher resources for NETS activities, Illinois Learning Standard Activities and links for many more historical photographs and documents.

Additional Activities Developed through Project Professional Development

Activities will be posted as they are planned through professional development.

Lesson Plan for Harvey in the Present
Lesson Plan for Harvey in the Future