Historical Narrative: Child Labor in the 20th Century
Teacher: Rachel Heend & Kate Wessman Grade: 4
School: Matoaka Elementary &
Rawls Byrd
Date of Lesson: n/a
Time Needed (Approximate): 1 day (1hr lesson)/
Historical Narrative project throughout unit
Lesson Subject/Topic: Historical Narrative/ Child Labor (Early 1900s)
Discipline focus: Social Justice and History
Student Learning Goal(s): Students will know and demonstrate how to write a historical
narrative; Students will demonstrate knowledge about child labor in America in the early 1900s.
Standards: Social Studies VS.9 The student will demonstrate knowledge of twentieth- and
twenty-first-century Virginia by a) describing the economic and social transition from a rural,
agricultural society to a more urban, industrialized society, including the reasons people came to
Virginia from other states and countries; VS.10 The student will demonstrate knowledge of
government, geography, and economics by b) describing the major products and industries of
Virginia’s five geographic regions
English 4.1 The student will use effective oral communication skills in a variety of settings; 4.2
The student will make and listen to oral presentations and reports; 4.4 The student will expand
vocabulary when reading; 4.7 The student will write cohesively for a variety of purposes; 4.8
The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence
structure, and paragraphing; 4.9 The student will demonstrate comprehension of information
resources to research a topic.
C/T 3-5.6 Plan and apply strategies for gathering information, using a variety of tools and
sources, and reflect on alternate strategies that might lead to greater successes in future projects.
Visual Arts 4.18 The student will analyze works of art based on visual properties and contextual
information; 4.19 The student will interpret works of art for multiple meanings.
Essential Questions: (Unit EQ) How did the transition from agriculture-based society to
industry/urbanization affect Virginians socially, economically, and politically? (Sub-EQ’s) What
is a historical narrative? What purpose do historical narratives serve? Why did children in the
early 1900s have to go to work? What were their experiences like? How are their experiences
linked to the transition from agriculture to industry?
Assessment(s): Formative observations of students’ engagement and participation in discussions
with whole class and small groups throughout all stages; Informal assessment of Historical
Narrative worksheet; Summative assessment for final historical narrative and presentation
Materials: Historical Narrative Worksheet;
Resources:
(n.a). Child labor in America 1908- 1912:
Computers with internet access; Chart paper;
Photographs of Lewis W. Hine. (1998-2010).
Photographs of child labor (via projector or
Retrieved from
PowerPoint); Historical Narrative
http://www.historyplace.com/unitedstates/childla http://midd.me/2e4U
bor/about.htm
Heend, R. & Wessman, K. (2013). Jimmy in the
city. Williamsburg, VA.
Notes: This one lesson period will be dedicated to the Engage and Explain stages. If there is
time, students may begin the Explore stage by starting their research. The historical narrative is
a culminating project that will be completed and presented at the end of the unit. Students will
be given time during class to work on their historical narrative during designated language arts
workshops, and as homework outside of class throughout the course of the unit. At the end of
the unit, students will complete their historical narratives and present to the class.
If possible, coordinate with the librarian, media specialist and/or technology teacher to
supplement class activities and mini-lessons. For example, students will learn the relevant
research skills during their media-center morning lessons before and throughout this unit. They
may also conduct their research and/or create part of their presentations and models during these
class periods.
Adaptations for Differentiated Instruction: Extra support and scaffolding will be provided
throughout the lesson, especially for ELLs and students with special needs. Groups will be
heterogeneous; alternative roles will be administered for specific students, i.e. recorder, material
collector, etc. Additionally, other technologies may be used to incorporate UDL, i.e. (voice
recordings, voice-to-text apps, etc.)
Lesson Component
Teacher
- Show students real photographs
Engage & Hook
Day 1
15-20 minutes
(5-10 minutes for
pictures; 10 minutes
for HN activity)
Materials:
- Overhead Projector
[alt. print our pictures
from historyplace.org]
- Chart paper
- Historical Narrative,
Jimmy in the City by
Kate Wessman and
Rachel Heend (online or
printed)
depicting child labor (1908-1912)
from historyplace.org on
projector; Guiding questions: Do
these pictures tell a story? What is
that story? How do they make you
feel? Can you connect with these
photos?
- Tell students to turn to their elbow
partner to discuss their thoughts.
- Ask students to share their own
thoughts and/or their partner’s
thoughts
*Introduce Historical Narrative
Topic
- Teacher asks the students what
they think a historical narrative is.
- Guiding questions: How could
these pictures be used to inspire a
historical narrative? Have you read
any historical narratives? What are
Student
- Students will analyze the
photos and discuss their
thoughts with a partner.
- Students will share their/
partner’s ideas during whole
class discussion.
*- Students will engage in an
open discussion about what a
historical narrative is. They
will contribute different ideas
for what they think a historical
narrative is and what it entails.
They will write down their
thoughts under the “Initial
Ideas” column of the HN
worksheet.
Explain & Model
Day 1
10 minutes
Materials:
- Chart paper (HN chart)
- Rubric for HN
some components of a historical
narrative? (Teacher will write
students’ ideas on chart paper
under “Initial Ideas” column.)
- Teacher will introduce own
original historical narrative. Prompt
students to think about the different
aspects of the historical narrative
- Teacher will read original
historical narrative to the class.
- Have students fill out the “Revised
Ideas” column and answer the
following guiding questions with the
students at their table.
- Guiding questions: What are the
key components? What kind of
information is provided? What are
factual parts in the story? What are
fictional parts in the story?
-Teacher calls the whole group back
together and leads a discussion
about the photographs and the
historical narrative that was just read
to them.
-Teacher calls on various students to
help her fill in the second column of
the Historical Narrative organizer
(“Revised Ideas”) on chart paper, so
all students can see.
-Teacher will create a third column,
which will be titled “Agreed Upon
Concepts of Historical Narrative.”
This section will be more teachercentered and establish the exact
components of a historical narrative.
Guiding questions that the students
discussed in their groups will be
expanded upon. Teacher will be
sure to cover that historical
narratives should be realistic, that
characters can be made up, and to
stress the importance of using
documented, factual information
(emphasizing that primary sources
are the best, but secondary can also
work if supported in other sources).
- Students will listen and
follow along while the
Teacher reads his/her
historical narrative.
- With their tables, students
will work together to revise
their initial ideas about what a
historical narrative is. They
will respond to the guiding
questions in the “Revised
Ideas” column of the HN
worksheet.
- Students will participate in a
discussion about the
photographs and the historical
narratives by sharing what
they wrote about in the
“Revised Ideas” column.
-After the “Revised Ideas”
have been shared and the
teacher has written them on
the chart paper, students will
listen as the teacher fills out
the third column of the chart
paper. Students will fill this
out on their own charts.
- When the teacher is sure that the
students understand what a
historical narrative is and what it is
composed of, he/she will ask the
students, “What did the historical
narrative teach you about child labor
laws?” Students will not be able to
provide much detail because the
story did not give much detail on the
subject. Prompt students to think
about the previous lesson, Life in the
City, to activate background
knowledge on child labor.
- The teacher will say, “Since this
historical narrative didn’t tell you
everything you want to know about
child labor, you’re going to do some
research and write a historical
narrative of your own.”
- Teacher will explain more about
the assignment, where students will
write their own historical narrative
using the components they just
discussed.
- Provide students with a rubric
stating your expectations for the
presentation and the historical
narrative, itself.
Explore & Apply
Day 1-2
1 class period for
research (Research
time also designated
during media-center
lessons)
*Students will work on
HN throughout unit
Materials:
- Primary and secondary
sources (i.e.
encyclopedias, online
databases, photographs,
etc.—online sources
-Teacher will assign the students to
groups of 2-3 students (the groups
will be well thought out, based on
ability level, providing support to
ELLs or special needs students, etc.)
-Teacher will provide students with
a rubric so that expectations are
clear
-Teacher will provide students with
a primary and secondary sources to
get them started on their research
(kids’ encyclopedias, databases,
photographs, and more)
- Teacher will assist students as they
do their research about child
labor/child labor laws
-When students are ready, teacher
-Students will share what they
learned about child labor from
the historical narrative, which
will not be much. They will
likely provide opinions about
it or explain that it made the
main character in the story
sad.
- Students may provide
responses about child labor
from previous unit lesson on
life in the city. Students
should make connections
about urbanization and child
labor.
- Students get to chose from
child labor in the business of
mills, newspapers, mining,
factories, seafood, agriculture,
or sales
-Students look over rubrics
with their groups and with the
teacher
-Students will conduct the
research for their historical
narratives. They will record
their information in their
journals or via Evernote/
Microsoft Word
compiled via
symbaloo.com account)
- Computers with
internet access
- Evernote, Microsoft
Word or Journals for
note taking and HN
writing
- Paper and pencils
Evaluate & Close
Materials:
- Chart paper
- Needed materials for
presentations of HN
will help them with their writing
(i.e. during Writing Workshops).
Emphasis will be put on the
Williamsburg James City County
POWERS (Plan, Organize, Write,
Edit, Revise, Share)
- Have student pairs present their
final historical narratives to the
class.
- Assess their oral presentations and
historical narratives using Historical
Narrative Rubric.
- Once all presentations are
complete, lead a debriefing
discussion about:
a) what students have learned about
child labor during the early 1900s.
Write students’ contributions on
chart paper.
b) the usefulness/influence/power of
historical narratives concerning their
topic and other historical events/
people.
- Guiding questions: What is the
purpose of creating a historical
narrative? Do you think HNs are
useful? What are some advantages/
disadvantages of them?
- Teacher will compile all student’s
HNs and compile them into a class
narrative. (Students’ HNs can be
posted in class blog, i.e. KidBlog or
printed into book form)
-Students will write their
historical narratives once they
have acquired all necessary
data. They will write their
historical narratives on paper
and type their final drafts on
Microsoft Word.
- Students will present their
historical narratives to the
class. (Students can choose
how they wish to present their
HN, i.e. acting it out,
PowerPoint, slideshow, etc.)
- Students will engage in an
open discussion as a class.
They will contribute their
ideas/thoughts as deemed
appropriate for a) and b).
Historical Narrative Worksheet
Initial Ideas
Revised Ideas
Agreed Upon Concepts
Historical Narrative Rubric (Post-Assessment)
Levels of Achievement
1–3
4–7
Criteria:
Research Notes:
Research notes are
Research notes are
incomplete and
somewhat thorough
- Organized
disorganized.
and organized.
- Included relevant
information and
thorough
Resources:
Only one primary
Mostly secondary
source and few
sources and some
- Primary and
secondary sources
primary sources used.
secondary sources
used.
Narrative content:
Group put minimal
Group put effort into
effort into creating
creating a unique and
- Strong effort
their narrative. The
well constructed
- Originality
narrative is not
narrative. The
- Creativity
original, creative, or
narrative is relevant
- Historical accuracy
well constructed. The to the topic. There
narrative is not
are only a few
relevant to the topic.
historical
There are multiple
inaccuracies.
historical
inaccuracies.
Oral Presentation:
One group member
One or two students
dominates the
do not participate in
- Effective summary
the presentation. One
of narrative (includes presentation. Key
aspects of summary
or two key events
main story line and
are missing.
and/or story line are
key events)
missing.
- All group members
contribute to
presentation
Group Work:
Group members did
Most group members
not fulfill their roles
adequately fulfilled
- All team members
or help with other
their roles, and helped
fulfilled their
jobs throughout the
out with other jobs
designated roles
project. Team
throughout the
- Team collaborated
members did not
project. Team
and cooperated
members had some
effectively throughout cooperate or
collaborate well. The issues cooperating
project
distribution of
and collaborating.
- Each member
research and work
Some members’
researched specific
among
all
team
contributions may
product/ industry
members was not
have been
equal, with mainly
incomplete.
one or two people
doing the work. Only
8 – 10
Research notes are
thorough and
organized.
Mostly primary
sources used with
secondary source
supplements.
Group put a lot of
effort into creating a
unique and well
constructed narrative.
The product is
relevant to the topic.
There are no
historical
inaccuracies.
All group members
present equally. The
story line and all key
events are reported.
Each group member
adequately fulfilled
their roles, and helped
out with other jobs
throughout the
project. Team
members cooperated
and collaborated well.
Each team member
contributed to the
final presentation and
narrative.
a few members
contributed
consistently
throughout the
project.