Lesson Plans Lesson 2 Objective: To organize information obtained by observation and order it in historical sequence; to use evidence to support hypotheses. To discuss, analyze, and interpret information. 1. A few days before conducting this activity assign portions of the essay for reading. If your students have Internet access, they can read the essay online. Be aware, however, that the photo list contains some of the same images that illustrate the essay. Therefore, students may be able to find the answers to question 2. below, if they click on the images when reading the essay online. One way to avoid this problem is by printing out the text-only version of the site and assigning from there. The photographs are ONLY available online; the Smithsonian Office of Education cannot provide print copies. 2. Ask students to decide the order of all fifteen photographs from oldest to most recent, and list the order on a piece of paper. Alert students that some of the photographs were taken in the same year or era. They should also write down the reasons why they came to their conclusions. 3. In a class discussion ask students to explain and defend their choices, citing evidence in the photographs and from their reading. 4. Confirm the correct order of photographs using the chart below and discuss any discrepancies between students' choices and the available evidence.

Year of Photograph	Photograph Number
circa 1898	4
1916	14
1916	3
1928	9
1931	15
1939	13
1948	11
1948	12
1949	1
circa 1953	5
1955	8
1957	7
1987	6
1988	10
1988	2

	5. Discussion topics. Choose three or four of the photographs to use as the basis for a discussion of topics examined in the essays. Some themes to consider: power relations in the office women's work status symbols in offices evidence of personal expression in the office or its absence relationships between supervisors and workers (as indicated by the arrangement of people, furniture, and equipment) continuities between past and present change from past to present
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