Seeing Through Lyddie's Eyes ~
A Historical Career Search
Overview Why is it important to study history and plan for a career? Students study the Industrial Revolution in order to make connections between historical events and their contemporary lives. Students visit the Lowell Mills and observe first-hand the experiences of working men and women during the Industrial Revolution. They relate this to Lyddie, which they read in class, and to two theatrical presentations. They participate in a Career Fair and a Job Shadowing trip to Sovereign Bank to observe and experience hands-on job skills. Classes also visit The Boston Globe to view the production of a newspaper. During these visits students observe first hand a variety of careers and the impact of technology on these careers. Finally, students write, edit and produce a Then and Now historical newspaper for community distribution.
Assessment Formative evaluation methods include journal reflection entries, other pieces of written work, class discussions, essays, webs, and quizzes. Summative evaluation methods include the MCAS ELA rubric (for key question essay), a rubric for the newspaper assignment ,self-evaluations, written & oral comments from recipients of our newspaper, and oral feedback on students' presentations from Career Fair guests.
Software or Materials Used Lyddie by Katherine Patterson 1994: Puffin; The Lowell Mill Girls Life in the Factory (Perspectives on History Series) edited by Joanne Weisman Deitch 1998: Discovery Enterprises Ltd; Microsoft Office; The Boston Globe
Web Sites Child
Labour in the Nineteenth Century; Internet
Modern History Sourcebook: Industrial Revolution; Young
Audiences a Bright Idea in Education (National); Young
Audiences of Massachusetts; Boston
Women's Heritage Trail
Keywords Career Education, School to Career, Industrial Revolution, Lyddie, Lowell, Boott Mills, Child Labor, Historical Newspaper, Humanities, English Language Arts, Social Studies; Young Audiences
Final Words Seeing Through Lyddie's Eyes helps students develop a number of skills, including: writing, conducting historical research using primary documents, integrating reading with experiential activities, recognizing the community as a resource for academic and career-oriented learning, and building competency with web-based, presentation, and word-processing software. It also enables students to share their learning with others through production of a historical newspaper, participation in a career fair, and discussion with others.
Teacher Tip I find it useful to have a colleague next door who reliably stays after school and types quickly. I am able to zoom through documentation of our project and development of activity sheets because I can work with a speedy- fingered friend. Find one for yourself!
E-mail contact Patricia Ouellet email@example.com
Teacher Bio Patricia Ouellet, a Boston Public School teacher, has taught elementary and high school classes for thirty-three years. As Job Shadowing Coordinator at John W. McCormack Middle School a School to Career school, she coordinates a career program with Sovereign Bank for eighth graders. Patricia has received awards from Emerson College for her work with Kids to College and from UMass Boston for her work in the Upward Bound Program. She has been a Chapter One Reading Specialist in the elementary and middle school, taught in grades 1 through 8 and is presently teaching Humanities. For the past ten years she has also taught writing to pre-freshmen at UMass Boston.
Subject Areas Humanities; English Language Arts; American History
Grade Levels 8 - 9
Students Bilingual, Special Education, Regular Education all programs