|
 By
Mike Broverman and Lynn McMullin
Students will examine photographs of children
from Connecticut History Online and compare these children's
lives with their own in order to draw conclusions about changes
in society over the past 125 years.
Suggested Grade Level: 4th
and up
Time Required: 3-4 50-minute periods, plus homework
- High quality white paper (photo/glossy
paper optional)
- Hole punch, small binder rings (optional) or access
to spiral binding machine
1. The easiest way
for students to format their calendars is to use Microsoft Publisher
or another program designed specifically
for making photo calendars. If you do not have access to any
of these programs, you can use the calendar
template and directions in
the work packet.
2. If using Microsoft Publisher, have
students select “calendar” under
templates and select a format (e.g. “Art Left.”)
Students will make a 10- or 12-month calendar, with dates running
either September-June (academic year) or January-December (calendar
year.)
3. If using the calendar
template from
the work packet, use the directions included.
To encourage directed
research, you may want to choose a specific time period (e.g.
1920-1945) for students’ calendars. Students
may then select a theme of interest. If the calendar will be
a gift for someone, they may pick a theme that would appeal
to that person. Ideas might include:
- Medicine
- Children/Education
- Automobiles/Trains/Transportation
- Parades
- Families
- Sports
- Portraits
- Postcards
- Clothing
- Agriculture
- Military
Each calendar month must present a carefully chosen
image that helps to create a clear historical theme, plus a well-written
caption and descriptive paragraph containing some interesting
fact or perspective related to the overall theme of the calendar.
The calendar should also have a cover with a title and a
back
page with a list of citations for all 12 images used. Have
students use the CHO citation guide to format
their list.
1. Introduce students to Connecticut History Online
and the various search functions.
2. Let students search for appropriate
images, revising their themes and ideas according to the availability
of photos
in their area of interest. Depending on time restraints,
access
to computer
labs, age and expertise of students, this may take
longer than one class period.
3. If students find their images
quickly, they can begin to compose captions and short paragraphs
to accompany
them.
Students work on composing
captions and short paragraphs to accompany images.
1) Students add images, captions, and text to
their calendars, make cover and citations page. Depending
on time restraints,
access to computer labs, age and expertise
of students, this may take longer than one class period.
2)
Once the calendars are completed, print on high-quality paper
and assemble. For a simple
calendar, punch
one hole in the top
margin and pin to a bulletin board or punch
2-3 holes and attach pages using small binder rings.
If you
have access
to a spiral
binder, punch one hole in the center of
the top margin and then bind the top edge of the calendar
so that
pages can
be flipped. |
