Annotated Resource Set (ARS)
Content Theme:
A hundred years ago and now, 1890-1910 and 1990-2010, A social
history of then and now, how do you compare?
Developed by:
Mary K. Hoffman, Dysart Unified School District
Contextual Paragraph for Resource Set: Students will use skills of Historical analysis, comparison
and drawing conclusions to determine how we are a product of the past and what we value we will pass
on to the future. This resource set will provide political, social and economic links with which students
may see themselves in a historical context of 1890-1910 and compare that perspective to present
political, social and economic concerns, issues and current events. Students may find primary sources,
diaries, journals and other artifacts to augment research and class discussion. Final written projects will
ask students to determine what differences and similarities exist between that 100 year span of history
and what projections or predictions can be made for the next decade(s) or century.
Teaching with Primary Sources - Annotated Resource Set
1
Resource Set
Time Line for African
American Facts and
Statistics 1890-1910
Working Conditions at
Westinghouse,1904
Collection of Pictures of
San Francisco
Earthquake
Excellent Article on Working
conditions in a Progressive
Factory.
Before and after compare to
efforts after Hurricane Katrina
http://memory.loc.gov/
ammem/papr/west/wes
tcond.html
http://memory.loc.gov/
ammem/papr/sfhome.h
tml
Touring -turn of the
century America in
photographs. (From the
Learning page with
teacher suggestions)
Notes on beginnings of
American Animation
Panoramic Map
Collection
Visual technology innovations
and trends to 1929Excellent
to compare new technologies
now and then
Written background
materials
Dates and timelines
http://memory.loc.gov/
ammem/aap/timelin3.h
tml
Teaching with Primary Sources - Annotated Resource Set
http://memory.loc.gov/
ammem/ndlpedu/collec
tions/detroit/history.ht
ml
http://memory.loc.gov/
ammem/oahtml/oapres
.html
(http://memory.loc.go
v/ammem/pmhtml/pa
nhome.html
2
New York City at the
Turn of the Century
Immigrant documents
Collections
(From the Learning Page)
(http://memory.loc.gov/
ammem/ndlpedu/collec
tions/nyfilm/history.ht
ml
http://sunsite.berkeley.
edu/cgibin/flipomatic/cic/brk53
22
Teaching with Primary Sources - Annotated Resource Set
“ I have been sitting in
an cafeteria, letter from
immigrant, impressions”
http://memory.loc.gov/
mss/wpalh2/23/2306/2
3060406/23060403.tif
Photographs from
Chicago Daily News
Turn of Century
Collection
(http://memory.loc.gov/
ammem/ndlpcoop/ichih
tml/caption.html
American At Work
America At School
1894-1915
Collection of Videos of
school practices turn of
the 20th century
Collection of Video and
summaries
http://memory.loc.gov/
cgibin/query/r?ammem/pa
pr:@filreq(@field(NUM
BER+@band(awal+0865
))+@field(COLLID+workl
eis))
http://memory.loc.gov
/ammem/awlhtml/awl
scho.html
3
Notes/Comments:
Please note this set may be used in a 7th and 8th grade curriculum but also applicable to US History and Arizona History on the 11th grade level. Further
notations for an Arizona Historical component will be added.
The resources included represent no only single site resources but collections of primary resources so that teachers may choose from a variety of
resources from within a particular collection.
In addition, Links have been provided to the Learning Page collections which also provide not only US History Sites specific to a topic but also links
to critical thinking and historical analysis.
It is hoped that teachers would not only use this resource set, but share and also refine it to a better product.
Teaching with Primary Sources - Annotated Resource Set
4
Resource Set
American At Leisure
Collection of videos and
stories at turn of
century.
Presidential Oath of Office
Link to compare inaugural
speeches of William Taft
(1909) and Barack Obama
(2009)for comparison of
message sent by President to
world leaders.
Each president recites the
following oath, in accordance
with Article II, Section I of the
U.S. Constitution:
"I do solemnly swear (or affirm)
that I will faithfully execute the
office of President of the United
States, and will to the best of my
ability, preserve, protect and
defend the Constitution of the
United States."
http://memory.loc.gov/
ammem/awlhtml/awllei
s.html
http://memory.loc.gov/
ammem/pihtml/pioaths
.html
Interviews with Today’s
immigrants,
from the Learning Page,
links to most current
immigrant experience.
Great America Potluck Origins of American regional
foods by ethnic roots and
backgrounds.
From the Learning Page
possible extension activity
American Women
Collection
(Resource Title Here)
Manuscript Division
Labor and Progressive Reform
Resource for Labor leaders
and issues turn of century
(To view a project
select the appropriate
region of the world
from the following
menu. Click “show
me,” then select the
specific interview you
wish to see.)
Researcher can select
from regions of the
world for interviews,
most current.
http://memory.loc.gov/l
earn/features/immig/int
erv/toc.
http://memory.loc.gov/l
earn/features/immig/ck
bk/index.html
http://memory.loc.gov/
ammem/awhhtml/awm
ss5/trade_reform.html
(Resource Link Here)
Notes/Comments:
Teaching with Primary Sources - Annotated Resource Set
5
Annotations
Grade
Level
Curriculum
Connections
Curriculum
Standards
Learning Objectives
Content Objectives
7th grade
Social Studies
American History
Concept 7: Emergence
of the Modern United
States, 1875-1929
SS07- S1C1 - 01
SS07 –S1C1-02
Students will compare and
contrast populationdata in order to
draw conclusions and determine
similarities.
Students will read and interpret
primary source documents to
determine point of view and
evaluate strength of arguments.
SS07 – S1C1 -03
Discuss how the Industrial
Revolution in the United States
was supported by multiple factors
(i.e. geographic security, abundant
natural resources, innovation in
technology, available labor, global
markets.)
Students will use research tools to
collect information of current
issues and be able to draw
parallels with past influences and
factors that both influenced and
influences both the Industrial and
Information age (post industrial
revolution in the United States.
SS07 – S1C1 -05
Analyze the impact of
industrialization on the United
States.(a. rural to urban migration,
factory conditions, unions,
influence of big business)
Students will use both
cartographic and demographic
information to visually show
population trends from 1900 1910 to 2000-2010.
Describe the innovations of the
Industrial Revolution(e.g.
manufacturing, textiles,
transportant, improvements)
Students will use past data to
propose predictions about current
and future trends.
SS07 – S1C1 – 07
US/ AZ
History for
High School
SS07 – S1C1-08
Reading
Describe how the United States
was positively and negatively
affected by factors and events
resulting from the arrival of large
numbers of immigrants
Identify the following groups’
contributions to the changing
social and political structures of
the United States.
SS07- S1C1-10
Analyze the expanding role of the
US in the world during the late 19th
and early 20th century.
Comprehending
Informational Text
Identify, analyze and apply
knowledge of purpose, structures,
clarity and relevancy of functional
texts.
Concept 2
Concept 3
Teaching with Primary Sources - Annotated Resource Set
Explain basic elements of
argument in texts and their
relationship to author’s purpose
and us of persuasive strategies
Suggested
Assessment
Strategies
Students will determine what
influences population growth and
stability today and study the
trends of population growth in the
past. Students will compare
statistical data and present
findings to class. Class as whole
will draw conclusions from which
comparative analysis will be made
with the artifacts given later.
Interpretation of graphs,
tables and charts, and
maps. Students will
demonstrate what
constitutes a tend, a pattern
and significant change by
showing a data sources
both current and related to
1900-1910.
Thinking Objectives
Emergence of the Modern United
States1875-1929
Examine the reasons why people
emigrated from their homelands to
settle in the United States.
Suggested Learning
Strategies
Students will read primary source
documents concentrating on diary
and journal entries from
immigrants to US in 1900 and in
2000 to determine similarities and
differences in immigrant
experiences, influences and
acculturation. Similarly students
will study what modern industrial
parks are like, perhaps by field
study of local area and compare
working conditions by surveying
workers today and comparing that
with research on working
conditions of the past.
Students may interview a local
labor leader, legislator or lobbyist
or related health care official to
determine what would be the
needs of modern workers and
compare that to the needs of
workers in the early 1900/s.
Students would compare maps of
their community in 1900 to current
maps and explain the change in
land use and demographics.
Students may analyze and
evaluate the American foreign
policy position and view of US role
in 1909 and 2009
Student will submit an essay
on their interpretation of the
historical significance of the
early 1900’s on the life in
the US as we now
experience it. Students will
choose an area of focus and
include reference of
research which supports
their conclusions.(We are a
product of the past and what
is valued is passed on to the
future.)
Links to Other
Resources
US Statistical
Abstracts.http://www.
census.gov/compendi
a/statab/
US. Department of
Labor,
http://www.dol.gov/
US Department of
Commerce,
http://www.commerc
e.gov/OS/index.htm
www.randmcnallyclass
room.com
Students will submit a
recommendation for
improvement of a current
work situation as based
upon local research and
show its parallel to the
working conditions of the
past.
Students will draw
conclusions based up
analysis of current and past
data by using maps, charts
and graphs.
Student compare the
inaugural addresses of
William Howard Taft in
March of 1909 and that of
Barack Obama in 2009 as
http://projects.washin
gtonpost.com/staff/ar
ticles/jay+mathews/
(articles on 21st
century skills needed )
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