Child Labor During The Second Industrial Revolution Lesson Module Final

Threadbare Childhood: Child Labor during the Second
Industrial Revolution
http://lcweb2.loc.gov/service/pnp/nclc/01300/01345v.jpg
Grades 9-12
United States History
Child Labor during the Second Industrial Revolution
Content Summary: The second Industrial Revolution brought tremendous change to not only
the economy, but also to the social and political realms of the United States. The working class
that emerged found tedious, low paying, and dangerous working conditions. Employment was
not stable, ill laborers didnt receive pay or sick leave, and any protests caused immediate
dismissal. This meant that many families were unable to live off one income. Working class
families depended on every member, including children, to contribute to the household income.
Children in the US had traditionally worked by contributing in family businesses, but their
employment in the textile mills robbed them of an education and often placed them in unsafe
work environments. This lesson module examines child labor during the second Industrial
Revolution and evaluates its relationship to child labor in the modern global market.
Objectives:
-Students will be able to analyze primary and secondary sources in order to gain an
understanding of the working conditions during the second Industrial Revolution.
-Students will use the SOURCES framework to analyze primary sources.
-Students will be able to write from the perspective of a child factory worker during the Industrial
Revolution.
-Students will compare and contrast child labor in the past and present.
-Students will write an explanatory essay that evaluates how child labor in the second Industrial
Revolution relates to child labor in the modern global market.
Threadbare Childhood Lesson Module

Lesson Module Title:
Threadbare Childhood: Child Labor during the Second Industrial Revolution
Duration Unit (Days): 5 days
Standard(s): What are the standards that will be assessed and monitored for this Unit?
Standard 3: Analyze the transformation of the American economy and the changing social
and political conditions in response to the Industrial Revolution.
SS.912.A.3.2: Examine the social, political, and economic causes, course, and
consequences of the second Industrial Revolution that began in the late 19th century.
SS.9.12.A.3.9: Examine causes, course, and consequences of the labor movement in the
late 19th and early 20th centuries.
LAFS.1112.RH.1.1 Cite specific textual evidence to support analysis of primary and
secondary sources, connecting insights gained from specific details to an understanding of
the text as a whole.
LAFS.1112.RH.1.2 Determine the central ideas or information of a primary or secondary
source; provide an accurate summary that makes clear the relationships among the key
details and ideas.
LAFS.1112.RH.1.3 Evaluate various explanations for actions or events and determine
which explanation best accords with textual evidence, acknowledging where the text
leaves matters uncertain.
LAFS.1112.WHST.1.2 Write informative/explanatory texts, including the narration of
historical events, scientific procedures/ experiments, or technical processes. Introduce a
topic and organize complex ideas, concepts, and information so that each new element
builds on that which precedes it to create a unified whole; include formatting (e.g.,
headings), graphics (e.g., figures, tables), and multimedia when useful to aiding
comprehension.
LAFS.1112.WHST.2.4 Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
LAFS.1112.WHST.2.6 Use technology, including the Internet, to produce, publish, and
update individual or shared writing products in response to ongoing feedback, including
new arguments or information.
Lesson Sequence:
Day 1/Date_____
Daily Learning Objectives: -Students will be able to analyze secondary sources in order to gain
an understanding of the working conditions during the second Industrial Revolution.
Lesson Sequence:
1. Bell WorkGive one get one on Industrial Revolution (Appendix A) - to review from
previous lessons, students will list causes and effects of the second Industrial Revolution
on the give one side for their paper. Students will then mingle and collect ideas from their
peers to help them retain and review.
2. JigsawStudents will be placed into expert groups to read the informational texts linked


below and record their finding on the Child Labor Jigsaw Handout (Appendix B). Students
will then share their expert information with other expert groups.
http://www.eiu.edu/eiutps/childhood.php
http://www.history.com/topics/child-labor
3. Exit Slip3, 2, 1- Students will list 3 ideas they learned, 2 things they found interesting,
and 1 question they still have.
Extended Learning:
Students can view the presentation at the link below and take Cornell notes to be prepared for a
flipped class. http://education-portal.com/academy/lesson/urbanization-during-the-industrialrevolution-in-america-effects-problems.html#lesson
Accommodations and Adaptations to Optimize Levels of Support for the Unique

Needs of SWD, Gifted Learners and English Language Learners:
Visual aids, concrete objects, clue, repetition & gestures
Positive, low anxiety environment
Simplified, slower language
Highlight important concepts in written assignments
Simplify difficult text
Demonstrate & act out when possible
Model graphic organizers
Jigsaw-cooperative learning activities
Teaching Resources:
-Appendix A
-Appendix B
-Post-its for exit slip 3-2-1
Technology Utilization:
-Articles on websites for jigsaw
-Video clip to see labor at Lowell Factories
Assessment
Pre-assessment: ______Bell Work-check prior knowledge__________

Formative
___ exit slip____________________
Summative _____________________________________________
After Lesson Teacher Reflection:
What did I purposely plan that successfully increased student achievement?
Where did my students struggle and what revisions do I need to make?

Day 2/Date_____
Daily Learning Objectives: -Students will be able to analyze primary and secondary sources in
order to gain an understanding of the working conditions during the second Industrial Revolution.
Lesson Sequence:
1. Bell workVideo clip-Teacher will preface that this video focuses on the Lowell Textile
Mills in MA during the 1800s, so students can see conditions that bridged the first and
second Industrial Revolution. Students will use the collaborative listening and viewing guide
(Appendix C) to help record knowledge and analyze images in Labor at the Lowell MA
factories
https://www.youtube.com/embed/pkJwOYagvuI?modestbranding=1&autoplay=1&iv_load_p
olicy=3&rel=0&fs=1
2. Begin Gallery Walk of Primary sourcesTeacher will post library of Congress primary
source images (Appendix D) from pages 1-2 around the classroom for a gallery walk.
Teacher will model utilizing the SOURCES framework (Appendix F) with one of the photos
and review expectations for the gallery walk. Students will go from gallery to gallery
looking at the various images of child labor in the US. Students will analyze the images by
utilizing the SOURCES framework.
3. Summary ParagraphStudents will write a summary paragraph about the sources they
analyzed with their peers.
Extended Learning:
Students can continue to investigate primary and secondary sources on child labor in the by
visiting the following Library of Congress site http://www.loc.gov/exhibits/treasures/trm032.html

Gallery Walk- cooperative learning activities
Teaching Resources:
-Appendix C
-Appendix D
-Appendix F
-Projector to display the model LOC image that is modeled utilizing SOURCES analysis sheet
-Video clip
https://www.youtube.com/embed/pkJwOYagvuI?modestbranding=1&autoplay=1&iv_load_policy=3


&rel=0&fs=1
-LOC website to access and print larger images in Appendix D
Assessment
Pre-assessment: _________________________________________
Formative: ____SOURCES analysis sheet and summary paragraph
Summative: _____________________________________________

Day 3/Date_____
Lesson Sequence:
1. Bell workBased on the video clip, what conclusions can you draw about the social
reform in the United States? http://www.history.com/topics/child-labor/videos/the-fight-toend-child-labor
2. Begin Gallery Walk of Primary sourcesTeacher will post library of Congress primary
source set (Appendix D) from pages 1-2 around the classroom for a gallery walk. Teacher
will review the SOURCES framework (Appendix F) and the expectations for the gallery
walk. Students will go from gallery to gallery looking at the various images of child labor
in the US. Students will analyze the images by utilizing the SOURCES framework.
3. Summary ParagraphStudents will write a summary paragraph about the sources they
analyzed with their peers.
Extended Learning:
US and Switzerland: http://www.bbc.com/news/magazine-29765623
Students will read and analyze the images in the article in order to write an analytical paragraph
that discusses how child labor in Switzerland related to child labor in the United States during the
late 1800s and early 1900s.

Gallery Walk- cooperative learning activities

Teaching Resources:
-Appendix D
-Appendix F
-Video clip http://www.history.com/topics/child-labor/videos/the-fight-to-end-child-labor
-LOC website to access and print larger images in Appendix D
Assessment
Pre-assessment: _________________________________________

Formative: ___Summary Paragraph and SOURCES analysis sheet__

Summative: _____________________________________________

Day 4/Date_____
-Students will be able to write from the perspective of a child factory worker during the Industrial
Revolution.
Lesson Sequence:
1. Bell workSensory Quick Write- Students will quickly recap and record what they would
have seen, heard, smelt, and felt in a factory or mine as a worker.
2. RAFTStudents will pretend to be a child laborer during the second Industrial Revolution
and write a journal/dairy entry (Appendix G) about their day of work. Students will include
the 5 senses in their journal/dairy entry and make record suggestions they would like to see
in place for better working conditions. Students will utilize their SOURCES analysis sheet
and Sensory Quick Write to support their writing.
3. Present RAFTs...Based on teacher discretion students will present their RAFT
journal/diary entries to the class. Students will use the rubric in (Appendix H) to score one
another and give each other feedback.
Extended Learning:
https://www.sascurriculumpathways.com/portal/Launch?id=596
Create a free account to continue your research and analyze primary sources to create for


a debate on labor practices and Adam Smiths economic theory.
Teaching Resources:
-Appendix G
-Appendix H
-Doc camera to display and share RAFTs
-Extended learning through technology:
https://www.sascurriculumpathways.com/portal/Launch?id=596
Assessment
Pre-assessment: _________________________________________

Formative: _____ ____________________________

Summative: ___RAFT __________________________________

Day 5/Date_____
Daily Learning Objectives: -Students will compare and contrast child labor in the past and
present.
-Students will write an explanatory essay that evaluates how child labor in the second Industrial
Revolution to relates to child labor in the modern global market.
Lesson Sequence:
1. Modern child labor video clipsStudents will utilize a collaborative listening and viewing
guide to for each of the short videos (Appendix C).
http://www.bbc.com/news/world-asia-16639391
http://www.cbsnews.com/news/cbs-news-goes-undercover-in-a-bangladesh-clothingfactory/
2. Analysis chartStudents will utilize a double bubble, comparison matrix, or Venn diagram


to help them analyze the relationship
3. Explanatory EssayTeacher will explain the prompt and review the
explanatory/information rubric from FSA (Appendix E). Students will utilize their primary and
secondary sources from this unit to respond to the following prompt: Write an explanatory
essay that describes how child labor during the second Industrial Revolution relates to child
labor in the modern global market. Cite textual evidence to support your writing.

Extended time as needed
Teaching Resources:
-Appendix C
-Appendix E
-Video clips http://www.bbc.com/news/world-asia-16639391
http://www.cbsnews.com/news/cbs-news-goes-undercover-in-a-bangladesh-clothingfactory/
Assessment

Pre-assessment: _________________________________________
Formative: _____________________________________________
Summative: ____Explanatory Essay_______________________

Evaluation and Assessment

The effectiveness of this lesson will be determined through self-reflection that I will
record on the bottom of each lesson and student learning logs to help make
modifications for future classes. The effectiveness of the knowledge and skills my
students gained will be determined by reviewing students formative assessments
(jigsaw sheet, SOURCES analysis sheet, etc.) and summative assessments (diary entry
and explanatory essay).
Additional Resources:
Child labor in the Second US Industrial Revolution resources:
http://www.eiu.edu/eiutps/childhood_loc.php
http://www.socialwelfarehistory.com/programs/child-labor/
http://www.msudenver.edu/tps/resources/assets/primary_source_sets/ARS_NWadswort
h.doc.
http://www.loc.gov/teachers/classroommaterials/themes/labor/
Present day child labor resources:
http://www.pbs.org/newshour/extra/lessons_plans/labor-day-lesson-plans-andresources/
http://www.pbs.org/newshour/extra/lessons_plans/child-labor-in-burkina-faso/
http://online.wsj.com/articles/newest-legal-laborers-in-bolivia-kids-1414627368
http://www.businessweek.com/articles/2014-10-20/child-labor-is-still-prevalent-aroundthe-world-dot-heres-how-to-eliminate-it

Appendix A
Name_______________
Give One Get One
Topic_________________
Directions: Have students individually generate their own lists of everything they can
remember about the topic on the give one side. Have students mingle in the
classroom and find partners to share and collect for the get one side. If both students
have the same item to share, they must generate another idea together.
Students must follow the rules:
Work in pairs only
No huddling
No copying of whole lists
Give One
Get One

Appendix B
Child Labor Jigsaw

Directions: You will work in expert groups to learn about child labor during the second
Industrial Revolution. Then you will return to your dialogue group and share what you
have learned.
Childhood Lost: Child Labor During the

Introduction Section

Childhood Lost: Child Labor During the

Advocates Section
Child Labor History.com

Introduction

Child Labor History.com

Great Depression


Appendix C
Collaborative Listening and Viewing Guide

Student's Name: ________________ Partner's Name: _______________
My Notes
My Partner's Notes

We learned that:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

Appendix D
Gallery Walk Primary Source Set
Rhodes Mfg. Co.,
Lincolnton, N.C.
Spinner. A moments
glimpse of the outer
world Said she was 10
years old. Been
working over a year.
Location: Lincolnton,
North Carolina.
Girls running warping

machines in Loray
mill, Gastonia, N.C.
Many boys and girls
much younger. Boss
carefully avoided
them, and when I tried
to get a photo which
would include a mite
of a boy working at a
machine, he was
quickly swept out of
range. "He isn't
working here, just
came in to help a
little." Location:
Gastonia, North
Carolina.
Artificial flower making

at 8 cents a gross.
Youngest child
working is 5 years old.
Location: New York,
New York (State)
Glass Factory
Workers
Boy Sweeper, Lincoln

Cotton Mills,
Evansville, Ind.
Carding Machines:
Floor Slippery. (See
report for conditions.)
Location: Evansville,
Indiana.
T.J. Fields and family.

The father cards, two
girls spin, boy on right
end picks up bobbins,
Washington Cotton
Mills, Fries, Va. Been
working a year or two.
Mother and smallest
children not in photo.
Location: Fries,
Virginia.
http://www.loc.gov/pict
ures/collection/nclc/ite
http://memory.loc.gov/
pnp/cph/3b30000/3b3

Mill boys' recreation.
A Sunday swim.
Base-ball on Sunday
is tabooed here.
Sunday-school and
church are well
attended. Loafing
around, playing
marbles, and
swimming seem to be
the only respite from
the week's work.
Location: Fries,
Virginia.
Exhib[it] Panel
The Factory
Childrens Prayer /
song by B.M. Ellen
Sutherland
Employees Poster,
Pocasset Mill
Exhib[it] Panel.
Leo, 48 inches high, 8

years old. Picks up
bobbins at 15 cents a
day in Elk Cotton
Mills. He said, "No, I
don't help me sister or
mother, just myself."
Location: Fayetteville,
Tennessee.

http://www.loc.gov/pictur
es/collection/nclc/item/n
cl2004000310/PP/
cl2004000336/PP/
http://memory.loc.gov/cg
ibin/ampage?collId=mus
sm&fileName=sm/sm18
84/17200/17213/mussm
17213.db&recNum=0&it
emLink=r?ammem/muss
m:@field(NUMBER+@b
and(sm1884+17213))&li
nkText=0
cl2004000335/PP/
http://hdl.loc.gov/loc.pnp
/ppmsca.06591
cl2004000617/PP/

Daisy Langford, 8 yrs.
Old works in Ross
canneries
Little Fannie, 7 years

old, 48 inches high,
helps sister in Elk Mills.
Her sister (in photo)
said, "Yes, she he'ps me
right smart. Not all day
but all she can. Yes, she
started with me at six
this mornin'." These two
belong to a family of 19
children. Location:
Fayetteville, Tennessee.
Ivey Mill, Hickory, N.C.

Little one, 3 years old,
who visits and plays in
the mill. Daughter of the
overseer. Location:
Hickory, North Carolina.
Pupil, Teachers of the

Steamer Class in the
Washington School.
Location: Boston,
Massachusetts.

http://memory.loc.gov
/cgi-
bin/query/i?pp/nclc:
@field(NUMBER+@ba
nd(nclc+00796)):displ
ayType=1:m856sd=ncl
c:m856sf=00796
Group of sweepers and

doffers in the filling
spinning room of
Glenallen Mill. The boys
were smuggled out of
the back window during
hours by second hand.
All work. Smallest boy is
Francis Pagnette. Also
Henry Smith. Maple
Street.] Location:
Winchendon,
Massachusetts.
Vance, a Trapper Boy, 15

years old. Has trapped for
several years in a West Va.
Coal mine. $.75 a day for
10 hours work. All he does
is to open and shut this
door: most of the time he
sits here idle, waiting for
the cars to come. On
account of the intense
darkness in the mine, the
hieroglyphics on the door
were not visible until plate
was developed. Location:
West Virginia.
http://www.loc.gov/pi
ctures/collection/nclc/
item/ncl2004000618/
PP/
item/ncl2004000979/
PP/
/cgi-
bin/query/I?nclc:4:./te
mp/~pp_Jk4Y::display
Type=1:m856sd=nclc:
m856sf=02321:@@@
item/ncl2004000677/
PP/
/cgi-
bin/query/I?nclc:7:./te
mp/~pp_Jk4Y::display
Type=1:m856sd=nclc:
m856sf=01076:@@@
Night scene.
Cumberland Glass
School store almost

ready to open.
Photo of Ordinary's Certificate

for Curtis Wynn, 9 years old
(and therefore illegal). The
Deputy Clerk told me "That
Working Girls of all

Nationalities Making
Spinner in Bibb Mil No.

1, Macon, Ga. Bad
Inside workers shaft

#6, Pennsylvania Coal

Co. Location: South
Pittston, Pennsylvania.
Works, Bridgeton, N.J.

Location: Bridgeton,
New Jersey.
http://memory.loc.gov/cgi-
bin/query/I?nclc:4:./temp/
~pp_RX5W::displayType=1:
m856sd=nclc:m856sf=0114
5:@@@
Location: Lawton,
Oklahoma / Lewis W.
Hine.
http://memory.loc.gov/c
gi-
bin/query/D?nclc:24:./te
mp/~pp_T6XX::
was likely a clerical error." but I

found five of these "errors"
issued to children under 10
years old, one for a child aged
8. (The latter was later marked
'Void' but none of the rest
were.) Rolly's teacher told me
the family had moved, but that
the boy was a mere baby with
a lisp. The issuing of the
certificates is very
unbusinesslike. (See Vaughn's
Report, Georgia. The Ordinary
said, "I'm a practical man! The
cotton mill people are the
poorest paid workers in the
country. They have to put their
children into the mills."
Location: [Columbus?],
Georgia.
the Best of the Spare lighting and ventilation

Evening Hours. Boston
in spinning room.
1915 Exhibit. Location:
Location: Macon,
Boston, Massachusetts.
Georgia.
http://memory.loc.gov/cgi-
bin/query/I?nclc:14:./temp
/~pp_XXOU::displayType=1
:m856sd=nclc:m856sf=052
09:@@@
http://www.loc.gov/pict http://www.loc.gov/pict
ures/collection/nclc/ite ures/collection/nclc/ite
m/ncl2004000835/PP/ m/ncl2004000876/PP/
m/ncl2004001014/PP/

One of the spinners in
Whitnel Cotton Mfg.
Co. N.C. She was 51
inches high. Had been
in mill 1 year. Some at
night. Runs 4 sides,
48 cents a day. When
asked how old, she
hesitated, then said "I
don't remember."
Then confidentially,
"I'm not old enough to
work, but I do just the
same." Out of 50
employees, ten
children about her
size. See 463.
Location: Whitnel,
North Carolina.
488 Macon, Ga. Lewis

W. Hine 1-19-1909.
Bibb Mill No. 1 Many
youngsters here.
Some boys were so
small they had to
climb up on the
spinning frame to
mend the broken
threads and put back
the empty bobbins.
Location: Macon,
Georgia.
Newspaper comments
on new child labor law
in Penn. Location:
Pennsylvania.
http://www.loc.gov/picture
s/collection/nclc/item/ncl2
004001136/PP/
item/ncl2004001388/
PP/
ctures/item/ncl20040
00558/PP/

Appendix E
Appendix F

Scrutinize the Fundamental
Source

Organize Thoughts

Understand the Context

Read Between the Lines

Corroborate and Refute

Establish a Plausible
Narrative

Summarize Final Thoughts

Document Title

Document Title
Document Title
Document Title
Document Title
Appendix G
RAFT
Role: Child laborer during the second Industrial Revolution
Audience: Self for reflection
Format: Journal or Diary Entry
Topic: Describing a typical day, work conditions, and suggest how work conditions could be improved
A Day as a Child Laborer Journal
Name_________________
Date__________________
Directions: Pretend that you are a factory worker during the second Industrial Revolution. Write a journal
entry describing your day. Make sure to write about the working conditions and utilize all five senses.
Also include how you think the owner could improve the working conditions.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
______________________________________________________________________________________

Appendix G
RAFT Rubric
Student Name:
________________________________________
CATEGORY
Required Facts
4
3
Student included Student included
more information all information
than was required. that was required.
(10 facts)
2
Student included
most information
that was required.
(9-7 facts)
1
Student included
less information
than was required.
Historical
Accuracy
All historical
information
appeared to be
accurate
Almost all
historical
information
appeared to be
accurate (1 fact
incorrect)
Senses Illustrated Can clearly
Can clearly
explain several
explain several
ways in which his ways in which his
character \"saw\" character \"saw\"
things differently things differently
than other
than other
characters and can characters. (uses
clearly explain
all 5)
why. (uses all 5
and explains them
in a descriptive
manner)
Most of the
historical
information was
accurate. (2-3
facts incorrect)
Very little of the

historical
information was
accurate. (more than
3 facts incorrect)
Can clearly
explain some way
in which his
character \"saw\"
things differently
than other
characters. (uses
all 4-3)
Can explain few

ways in which his
character \"saw\"
things differently
than other
characters. (uses all
2-1)
Role
Point-of-view,
Point-of-view,
arguments, and
arguments, and
solutions proposed solutions proposed
were consistently in were often in
character.
character.
Point-of-view,
arguments, and
solutions proposed
were sometimes in
character.
Point-of-view,
arguments, and
solutions proposed
were rarely in
character
Descriptive
Many vivid,
Some vivid,
descriptive words descriptive words
are used to tell
are used to tell the
when and where the audience when and
situation took place. where the situation
took place.
The reader can

The reader has
figure out when and trouble figuring out
where the situation when and where the
took place, but the situation took place.
author didn't supply
much detail.

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Threadbare Childhood: Child Labor during the Second

Threadbare Childhood Lesson Module

Threadbare Childhood Lesson Module

Accommodations and Adaptations to Optimize Levels of Support for the Unique

Pre-assessment: ______Bell Work-check prior knowledge__________

___ exit slip____________________

Where did my students struggle and what revisions do I need to make?

Threadbare Childhood Lesson Module

Accommodations and Adaptations to Optimize Levels of Support for the Unique

Threadbare Childhood Lesson Module

After Lesson Teacher Reflection:

Accommodations and Adaptations to Optimize Levels of Support for the Unique

Threadbare Childhood Lesson Module

Formative: ___Summary Paragraph and SOURCES analysis sheet__

After Lesson Teacher Reflection:

Threadbare Childhood Lesson Module

Formative: _____ ____________________________

After Lesson Teacher Reflection:

Threadbare Childhood Lesson Module

Accommodations and Adaptations to Optimize Levels of Support for the Unique

After Lesson Teacher Reflection:

Threadbare Childhood Lesson Module

Evaluation and Assessment

Threadbare Childhood Lesson Module

Threadbare Childhood Lesson Module

Child Labor Jigsaw

Childhood Lost: Child Labor During the

Childhood Lost: Child Labor During the

Child Labor History.com

Child Labor History.com

Threadbare Childhood Lesson Module

Collaborative Listening and Viewing Guide

Girls running warping

Artificial flower making

Boy Sweeper, Lincoln

T.J. Fields and family.

Threadbare Childhood Lesson Module

Leo, 48 inches high, 8

Threadbare Childhood Lesson Module

Threadbare Childhood Lesson Module

Little Fannie, 7 years

Ivey Mill, Hickory, N.C.

Pupil, Teachers of the

Group of sweepers and

Vance, a Trapper Boy, 15

School store almost

Photo of Ordinary's Certificate

Working Girls of all

Spinner in Bibb Mil No.

Inside workers shaft

Threadbare Childhood Lesson Module

Works, Bridgeton, N.J.

was likely a clerical error." but I

the Best of the Spare lighting and ventilation

Threadbare Childhood Lesson Module

488 Macon, Ga. Lewis

Threadbare Childhood Lesson Module

Threadbare Childhood Lesson Module

Threadbare Childhood Lesson Module

Very little of the

Can explain few

The reader can

Pre-assessment: Bell Work-check prior knowledge____

_ exit slip__________________

Formative: _Summary Paragraph and SOURCES analysis sheet

Formative: _ ________________________