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Comparing and Contrasting American Leisure Activities (1894-1915)
Michelle Levy
Eton Academy,
Birmingham, MI
Summer 2011 Selig. Roller Skating Craze. 1907. Photograph. Library of Congress. Web.
Students will compare and contrast various leisure activity photographs from Yesterday (1894-1915) and Today
(2000s).
Overview/ Materials/LOC Resources/Standards/ Procedures/Evaluation/Rubric/Handouts/Extension
Overview Back to avigation Bar Objectives Students will:
• Observe people participating in various leisure activities in
photographs (roller skating, bicycling, baseball).
• List and label the various people, objects, activities within each
photograph.
• Use inference to interpret the photographs.
• Complete the Photo Analysis Worksheet for each photograph.
Recommended time frame 2-3 days, 45-55 minutes each
Grade level 6-8
Curriculum fit Social Studies
Procedures Back to avigation Bar
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Materials
Computer or projector or
Interactive whiteboard
Internet access
Or
Print out pictures (class set)
Photo Analysis Worksheet (page 8)
http://www.archives.gov/education/lessons/worksheets/photo_analysis_
worksheet.pdf
Venn diagram (page 9)
Picture grid transparency (page 10)
Class Observation Sheet (compilation) (page 11)
Library of Congress pictures and movies
(see Primary Resource page for links) (page 5)
Today’s pictures can be teacher’s choice (Flickr, pictures from bicycle
catalogs, sports magazine, etc.)
Michigan State Learning Standards Back to avigation Bar Social Studies:
USHG ERA 6 – THE DEVELOPME T OF A I DUSTRIAL,
URBA , A D GLOBAL U ITED STATES (1870 – 1898 in Grade
8)
6.1 America in the last half of the 19th Century (introduced in Grade 8;
begins high school USHG)
6.2 Policy Issues in USHG Eras 3-6 (P2)
U6 USHG ERA 6 – THE DEVELOPME T OF A I DUSTRIAL,
URBA ,
A D GLOBAL U ITED STATES (1870-1930)
Grade 8 begins to address trends and patterns in the last half of the 19th
century, through 1898.
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Procedures Back to avigation Bar Day 1:
1. Define what “leisure” means with students.
2. How did leisure time develop? Do a brief review using LOC America at Leisure.
http://memory.loc.gov/ammem/awlhtml/awlleis.html
3. Brainstorm some leisure activities that we participate in today. Are they similar or different from 1894-
1915 leisure activities? Why or why not?
4. Show short film of http://memory.loc.gov/mbrs/awal/1396.mov Roller Skating Craze”
5. Together in class compare/contrast what roller skates look like now and in this
picture (ca 1905). Roller skates look very different from the 4-wheeled or inline
skates of today. Use the Venn diagram template labeled Yesterday and Today on the
board. Students can take turns filling in the spaces with their answers. (Sample Venn
diagram located in Handouts section.) This picture of roller skates looks more like
inline skates of today. http://www.loc.gov/pictures/item/2003675904/
6. Have students complete the Photo Analysis Worksheet use together as a whole
class activity so students will be more familiar with the form to use on their own for
the next picture(s). (Worksheet also located in Handouts section.) Follow directions on the worksheet or
they can be adjusted as needed. http://www.archives.gov/education/lessons/worksheets/photo_analysis_worksheet.pdf
Day 2:
1. Review leisure activities from the last class time.
2. Show the movie Parke Davis’ Employees
http://memory.loc.gov/mbrs/awal/0147.mov
3. Students will study the photograph entitled Allen Children in Street for 2
minutes. http://www.loc.gov/pictures/item/npc2008008673/
Follow directions on worksheet or they can be adjusted as needed. http://www.archives.gov/education/lessons/worksheets/photo_analysis_worksheet.pdf 4. Students can create their own grid to make sections to help them see different details within each
photograph. A sample grid is located in the Handouts section.
Allow students time to complete each section of the worksheet individually. Students may continue
working at their own pace and/or the teacher may guide them in each section to help move them along.
5. After everyone is done (times will vary depending on total class abilities and class size) review what
everyone found in the photograph.
6. The teacher can record the students’ answers/findings on a digital version of the worksheet (scanned in)
(sample chart located in Handouts section).
Day 2 continued or Day 3:
1. Review leisure activities from the last class time.
2. Show the movie The Ball Game http://memory.loc.gov/mbrs/awal/1317.mov
3. Students will study the photograph entitled [Baseball Player Hugh
Jennings, Detroit… for 2 minutes. http://memory.loc.gov/cgi-
bin/query/h?ammem/cdn:@field(NUMBER+@band(ichicdn+s053543))
Follow directions on worksheet or they can be adjusted as needed. http://www.archives.gov/education/lessons/worksheets/photo_analysis_worksheet.pdf 4. Students can create their own grid to make sections to help them see
different details within each photograph. A sample grid is located in the
Handouts section. Allow students time to complete each section of the
worksheet individually. Students may continue working at their own pace and/or the teacher may guide
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them in each section to help move them along.
5. After everyone is done (times will vary depending on total class abilities and class size) review what
everyone found in the photograph.
6. The teacher can record the students’ answers/findings on a digital version of the worksheet (scanned in)
(sample chart located in Handouts section).
Evaluation Back to avigation Bar Students will complete a Photo Analysis Worksheet for each photograph.
Extension Back to avigation Bar
• Glogster – digital poster http://edu.glogster.com/ having students do a “short” research project
(1-day gather information, 1-2-day create digital poster (first time users may need 2-3 days to get
comfortable using Glogster), plus working at home, 1-day presentations) using Glogster. Students
research one favorite leisure activity and then create a Glogster poster about that activity,
comparing it to the past. How/when/where did the activity begin; was the activity available during
1894-1915; how has it differed since then; why is it your favorite activity, (compare/contrast), and
so on.
• See if your local roller skating rink will rent skates to you for your students to use in the gym or
outside. A great way for students to experience using roller skates for the first time for some.
• Ride Your Bike to School Day or Week. Get students more active and may encourage them to
ride more often. Can have a parade around the school or neighborhood after students decorate their
bicycles.
• See a baseball game. Take your students to see your local Major League team in the spring. A
very fun experience for everyone!
• Teachers can expand the lesson by using other pictures by comparing photographs of very early
bicycles (big wheel in front) to early bicycles (front wheel is the same size as rear wheel with a
bike chain). The same can be done with other baseball pictures. How do the uniforms differ,
equipment used, and so on.
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Primary Resources from the Library of Congress Back to avigation Bar
Lesson Photographs and movies
Image Description Citation URL Roller skating
(Skater on bicycle
skates)
Roller Skating. ca1905.
Photograph. Library of
Congress, Washington, D. C.
Library of Congress. Web.
14 July 2011.
<http://www.loc.gov/pictures
/item/2003675904/>.
http://www.loc.gov/pictu
res/item/2003675904/
Parke Davis’
Employees May 11,
1903 (riding bicycles)
(movie)
Parke Davis' Employees. By
F. S. Armitage. American
Mutoscope & Biograph
Company, 1903.
http://memory.loc.gov/m
brs/awal/0147.mov
Allen children on
tricycles, Wash., D.C.
Allen Children on Tricycles,
Wash., D.C. [between 1909
and 1940]. Photograph.
Library of Congress,
Washington, D. C. Library of
Congress. Web. 12 July
2011.
<http://www.loc.gov/pictures
/item/npc2008008673/>.
http://www.loc.gov/pictu
res/item/npc2008008673/
The Ball Game
(movie)
The Ball Game. Thomas A.
Edison, Inc., 1898.
http://memory.loc.gov/m
brs/awal/1317.mov
[Baseball Player
Hugh Jennings,
Detroit, Frank
Chance, Chicago
Cubs, Standing with
Detroit Baseball
Players, 1907 World
Series].
[Baseball Player Hugh
Jennings, Detroit, Frank
Chance, Chicago Cubs,
Standing with Detroit
Baseball Players, 1907
World Series]. 1907.
Photograph. Chicago History
Museum, Chicago,
IL. Library of Congress.
Web. 15 July 2011.
<http://memory.loc.gov/cgi-
bin/query/h?ammem/cdn:@fi
eld(NUMBER+@band(ichic
dn+s053543))>.
http://memory.loc.gov/cg
i-
bin/query/h?ammem/cdn:
@field(NUMBER+@ban
d(ichicdn+s053543))
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Primary Resources from the Library of Congress Back to avigation Bar
Extension Photographs
Image Description Citation URL
Times High bicycle Times High Bicycle. [1920].
Photograph. Library of
Congress, Washington, D. C.
Library of Congress. Web.
13 July 2011.
<http://www.loc.gov/pictures
/item/npc2007001575/>.
http://www.loc.gov/pictu
res/item/npc2007001575/
The Start © 1897 by
R. Y. Young
The Start. 1897. Photograph.
Library of Congress,
Washington, D. C. Library of
Congress. Web. 14 July
2011.
<http://www.loc.gov/pictures
/item/93508170/>.
http://www.loc.gov/pictu
res/item/93508170/
[Oscar Stanage,
Detroit AL (baseball)]
(Photo shows Oscar
Harland Stanage
(1883-1964), a Major
League Baseball
catcher.)
[Oscar Stanage, Detroit AL
(baseball)]. [1912].
Photograph. Library of
Congress, Washington,
D. C. Library of
Congress. Web. 14 July
2011.
<http://www.loc.gov/pictures
/item/ggb2005013513/>.
http://www.loc.gov/pictu
res/item/ggb2005013513/
West High School
Baseball Team
Rhoads., Harry M. West
High School, Baseball Team.
[between 1920 and 1930?].
Photograph.
Western
History/Genealogy
Department, Denver Public
Library, Denver, Colorado.
Library of Congress. Web.
15 July 2011.
<http://memory.loc.gov/cgi-
bin/query/r?ammem/hawp:@
field(NUMBER+@band(cod
hawp+00190806))>.
http://memory.loc.gov/cg
i-
bin/query/r?ammem/haw
p:@field(NUMBER+@b
and(codhawp+00190806)
)
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Handouts Back to avigation Bar
Teachers can use the rubric of their choice.
Photo Analysis Worksheet (page 8) -
http://www.archives.gov/education/lessons/worksheets/photo_analysis_worksheet.pdf
Venn Diagram (page 9) - http://www.eduplace.com/graphicorganizer/pdf/venn.pdf
A sample of a grid to help analyze the photographs in smaller sections (page 10)
Class Observations chart to compile the class’ responses for each picture (page 11)
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Photo Analysis Worksheet
Designed and developed by the Education Staff, National Archives and Records Administration,
Washington, DC 20408
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Name _______________________________________________ Date ______________________
Venn Diagram Write details that tell how the subjects are different in the outer circles.
Write details that tell how the subjects are alike where the circles overlap.
Su
bje
ct:
_T
od
ay__________________
S
ub
ject
: Y
este
rd
ay___
___
______
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Use this grid to help divide photograph into quadrants. (Can print out onto a transparency to use.)
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Class Observations
Photograph ame: _______________________________________________________
People Objects Activities
Three Things Inferred (Picture 1) Three Things Inferred (Picture 2) Three Things Inferred (Picture 3)
