This would be a great science lesson! I would engage the students with the content by having them look at the photo of the man working with the computer in the room. They would then give a hypothesis about what is happening. After they have made a hypothesis, we would read about the actual event happening. They would complete a research assignment connecting the transistor and the growth of technology to a device they use today.

Although this particular content is not presented to my 3rd graders, I think that it could be used with a 4th grade class during Virginia Studies or U.S. History courses.

I think a meaningful way to introduce this content would be to begin a class discussion about what students may know about the use of rubber tires. I would engage them by asking them to discuss the time period that the photo was taken and why it is important. After giving them time to think about it and use their schema, I would introduce the actual history of the photograph and connect it with current content. For example, in Virginia Studies, the students learn about the Civil War and the role Virginians played in it. I think that this would help them make the connection with WWII and how it impacted Virginians as well.

As an assignment or project, the students could choose an artifact such as the picture of the tire piles and research the actual historical link. They could also write about the importance of the artifact to the U.S.

Using the content I would engage the students by completing a social studies lesson. I would have the students get into groups. We would then look at pictures of children laborers and places they worked. We would then come up with a story about the children. Once each student completed their writing assignment, I would share with them the actual description of the children in the pictures. We would then complete a compare and contrast activity listing ways that their lives are different from present children and ways their lives are similiar.

This module would be a great topic for upper elementary students. This would connect with the Virginia Studies Unit about African Americans from Virginia. This would also connect with the social studies unit on citizenship in which students are introduced to the democratic process and voting. I would present the students with photos from the march and other photographs. I would have the students discuss what they see in the photo. We would then watch the interview with TJ. The students would have the opportunity to write about why it would be important for women to have the right to vote.
As a closing activity, we could complete a timeline showing the beginning of the womens suffrage movement and the time that the change was passed.

I would have the students walk around the school and see if we can find any boundary stones or placemarks to initiate discussion. I would then display a photo of the boundary stone in Alexandria. The students would share why the stone was important and how boundaries changed over history.

This module connects directly with the unit on Civil War. I would use the photographs as well as the poem titled "Shoddy Heads" to help the students understand what was happening during this time. For example, the poem could be used during language arts to look at the language used during that time. The photograph of the soldier and his family would be a great connection of the enslaved Africans role in the Civil War and how it impacted the institution of slavery.

To engage the students I would take them on a virtual tour of the Musket and the weapons used during the Revolutionary war. We would discuss how the shape of the musket ball helped and/or hurt the soldiers during the war. As an assignment, I would challenge the students to design a different musket ball or write about ways they could improve the weapons.

I would engage the students by displaying a photo of early nails. Each student would give an example of how the object could be used. We would then complete an activity where they attempt to build a home with nails ie a log cabin (with tongue depressors or play logs). They would then watch a video about early home structures. We would complete a reading activity about the importance of shelter for society and why the nails were important to create in mass production.