Helping Students Visualize the Process of Change with Historic Images

11-year-old celery vendor Gus Strateges, photographed by Lewis Wickes Hine

11-year-old celery vendor Gus Strateges, photographed by Lewis Wickes Hine, 1912.

For the Library’s education staff, one of the most rewarding experiences of  November’s National Council for the Social Studies conference was our presentation on Congress.gov. This new and growing Web site from the Library of Congress is the authoritative source of current U.S. legislative information.

In the November 2013 issue of Social Education, the journal of NCSS, our “Sources and Strategies” article demonstrates one way in which Congress.gov can be used to illuminate controversial public issues from the nation’s past as well.

The article highlights a number of images from the early 20th century that the National Child Labor Committee used in their campaign to abolish child labor, including photographs by Lewis Hine. Although today these dramatic photos are often viewed as art objects, the NCLC used them as tools–as persuasive elements that would help them make their case against child labor in the public sphere and  in the halls of Congress.

An exhibit panel used by the National Committee on Child Labor

An exhibit panel used by the National Committee on Child Labor

The legislative tracker that accompanies each bill in Congress.gov provides an excellent tool to help students track the progress of a bill through each stage of the legislative process. In the “Sources and Strategies” article, we show that students can also use the steps from the tracker to organize their research on a past piece of legislation, such as 1916′s Keating-Owen bill, which sought to restrict child labor.

By searching the Library’s database of historic newspapers, Chronicling America, students can find articles that document each stage of a past bill’s journey through the process, and can discover the dramas and controversies that often lie behind such bland-seeming labels as “Passed Senate” and “Became Law”.

If you’ve used the NCLC child labor photos, or Congress.gov’s legislative tracker, how have they led to new discoveries among your students?

 

3 Comments

  1. Michelle Zupan
    December 16, 2013 at 11:09 am

    We developed an exhibit and then an entire school program around the child labor images and wrote a reader’s theater play to go with the program. It’s very moving for the kids to interact with the photos and to learn about the very difficult lives of children working in the mills, mines, and factories.

  2. Rich Cairn EmergingAmerica.org
    December 19, 2013 at 9:14 am

    Hines wrote a powerful report on child labor, cross-referenced to many of his photos. We pair his report with another contemporary report by Commissioner of Labor Wright that uses statistics and rhetoric to make a countervailing argument about the causes and solutions to industrial problems. Both reports are in the Primary Source Set on the Industrial Revolution. http://www.loc.gov/teachers/classroommaterials/primarysourcesets/industrial-revolution/.
    Analyzing and comparing the arguments of these sources together offers an exemplary exercise and/or assessment to address Common Core English Language Arts standards.

  3. Laura Smith
    December 30, 2013 at 2:52 pm

    I would like to see the report to which you refer but the link in your message doesn’t go directly to the report and I am having trouble finding it. Can you please provide the direct link? Thank you.

Add a Comment

This blog is governed by the general rules of respectful civil discourse. You are fully responsible for everything that you post. The content of all comments is released into the public domain unless clearly stated otherwise. The Library of Congress does not control the content posted. Nevertheless, the Library of Congress may monitor any user-generated content as it chooses and reserves the right to remove content for any reason whatever, without consent. Gratuitous links to sites are viewed as spam and may result in removed comments. We further reserve the right, in our sole discretion, to remove a user's privilege to post content on the Library site. Read our Comment and Posting Policy.

Required fields are indicated with an * asterisk.