Schools Then and Now

Overview

In this seventh lesson of “Hello, Changes Over Time,” students examine photographs of classrooms from the past and present as sources of information. Through teacher modeling, shared sorting, and a then-and-now drawing, students practice noticing visual evidence and describing one similarity and one difference.

Learning intentions

• Students will be able to use photographs to learn about schools.
• Students will be able to describe what they notice in a classroom photograph.
• Students will be able to compare a school from the past with a school today.
• Students will be able to share an idea with a partner and the class.

Success criteria

• I can name one thing that is the same in schools then and now.
• I can name one thing that is different.
• I can use a picture to show or explain my thinking.
• I can listen while a classmate is speaking.

Curriculum links

• Determine central ideas or information from a primary or secondary source and give an accurate summary distinct from prior knowledge or opinion.
• Identify key steps or details in a text’s description of a process or sequence of events; students apply this attention to sequence when discussing “then” and “now.”
• Integrate visual information from photographs with information discussed in class.
• Analyze how events or features described in a source relate over time, including whether they show continuity or change.

Lesson structure (30 minutes)

1. 0–4 min · Welcome and visual hook. Teacher gathers students at the carpet, reviews the listening routine (“eyes looking, ears listening, hands still”), and opens the opening then-and-now photograph comparison. Ask, “What do you notice? What do you wonder?” Students silently look, then turn and tell a partner one observation.

2. 4–9 min · Teacher think-aloud. Teacher displays an enlarged photograph of an older classroom and a modern classroom in the teacher modeling slides. Model neutral observation: “I notice rows of desks in the old picture. I see students learning in both pictures. The picture is my evidence.” Distinguish noticing from guessing by saying, “I do not know what this child is thinking because the picture does not show me.” Students echo or point to one visible detail.

3. 9–16 min · Shared same/different sort. Teacher places two classroom photographs where all students can see them and introduces the words “same” and “different” using gestures. Record student ideas in the two columns on the same-and-different sorting slides. Invite students to place or point to picture details and decide where each belongs. Prompt with “What do you see that makes you think that?” Students discuss with a partner before sharing; teacher accepts pointing, single words, or complete sentences.

4. 16–20 min · Guided comparison. Teacher distributes the then-and-now comparison drawing sheet and models completing the two sections: “School then” and “School now.” Draw one simple visible detail in each section and model the sentence frame, “Both schools have ___,” or “School then has ___, but school now has ___.” Students identify one detail they will draw and orally rehearse it with a partner.

5. 20–27 min · Independent drawing and conference. Teacher circulates, supports students in drawing or pointing to evidence, and briefly conferences with individuals: “Show me your evidence in the picture.” Students draw one past-school detail and one present-school detail, then add a similarity or difference through a label, dictated sentence, copied sentence frame, or oral explanation. Play or revisit the drawing-work-time reminder slide as needed.

6. 27–30 min · Share and exit check. Teacher invites two or three students to share their comparison and returns to the closing review and exit prompt. Ask each student to tell a partner, point to, or show on the worksheet one same detail and one different detail. Collect worksheets as evidence of learning and celebrate careful picture noticing.

Resources

• the complete then-and-now classroom photograph deck
• the then-and-now comparison drawing sheet
• Two contrasting classroom photographs: one historical and one modern
• Chart paper or whiteboard
• Thick markers or chart markers
• Crayons, pencils, and optional colored pencils
• Carpet or seating area for whole-group viewing
• Enlarged or simplified photograph copies
• Document camera or display screen

Assessment

• During the think-aloud and sort, listen for students naming visible details rather than unsupported guesses. Ask, “Where do you see that?”
• Review partner responses and drawings for at least one accurate similarity and one accurate difference based on photograph evidence.
• Use the final oral or pointing response as an exit check: each student identifies one way schools are the same and one way they are different.

Differentiation

• For students needing support, enlarge and simplify photographs, limit the number of details shown, use gestures for “same” and “different,” and provide “I notice ___” and “Both schools have ___” sentence frames.
• Allow students to point, circle, draw, dictate, or give an oral response instead of writing independently. Scribe student language when needed.
• Pair students strategically so a confident speaker can model language while both students are expected to notice and contribute.
• Provide predictable routines, a visual timer, short directions, and reminders to practice sitting, looking, listening, and taking turns. Offer a quiet workspace or brief movement reset for students with sensory or attention needs.
• Challenge advanced learners to identify the exact photograph evidence supporting a conclusion and explain whether a detail stayed the same or changed.