Calvert, Karin. Children in the House: The Material Culture of Early Childhood, 1600-1900. Boston: Northeastern University Press, 1992.

Part III, "The Innocent Child: 1830-1900." Calvert traces (pp. 105-108) the nineteenth-century idealization of children and childhood which Zelizer (see below) says underpinned twentieth-century reforms.

Carson, Mina. Settlement Folk: Social Thought and the American Settlement Movement, 1885-1930. Chicago: The University of Chicago Press, 1990.

In chapter 6, "Immigrants and Culture," pp. 109-121, "The Second Generation," Carson says (among other things) that settlement workers' "first contribution to the busy dialogue on adolescence after 1900 was to insist that the solicitude reserved for middle-class youth should be extended to poor and working class young people." Also, her discussion of settlement workers' views on immigrants' national festivals (pp. 103-109) speaks to the "Children's Dances in Bronx Park" photographs.

Hunter, Jane H. How Young Ladies Became Girls: The Victorian Origins of American Girlhood. New Haven: Yale University Press, 2002.

In chapter 4, "Houses, Families, Rooms of One's Own," Hunter argues, "As girls became female adolescents, children's culture and domestic culture intermingled. Growing girls continued to inhabit a magical child's world but also began to join a mystified domesticity" (p. 121). In a section called "Moods: Daydreams," she notes that Jane Addams "made her case for theater at Hull House on the basis of youth's need for romance and dreams to stretch the narrow limits of their lives" (p. 166).

Zelizer, Viviana A. Pricing the Priceless Child: The Changing Social Value of Children. New York: Basic Books, Inc., 1985.

See especially the introduction; chapter 2, "From Useful to Useless: Moral Conflict Over Child Labor"; and chapter 3, "From Child Labor to Child Work: Redefining the Economic World of Children." Zelizer describes other interpretations of the child labor conflict, but focuses on the relationship between "the economic and sentimental value of children" (p. 12): "I will argue that the expulsion of children from the 'cash nexus' at the turn of the past century...was also part of a cultural process of 'sacralization' of children's lives" (p. 11).

National Center for History in the Schools National Standards for History
http://nchs.ucla.edu/standards/

Standards in Historical Thinking (Grades 5-12)
STANDARD 3: Historical Analysis and Interpretation

• Compare and contrast differing sets of ideas, values, personalities, behaviors, and institutions by identifying likenesses and differences.
• Consider multiple perspectives of various peoples in the past by demonstrating their differing motives, beliefs, interests, hopes, and fears.
• Hold interpretations of history as tentative, subject to changes as new information is uncovered, new voices heard, and new interpretations broached.

United States History Standards (Grades 5-12)
ERA 6: The Development of the Industrial United States (1870-1900)

Standard 3: The rise of the American labor movement and how political issues reflected social and economic changes.
Standard 3A: The student understands how the "second industrial revolution" changed the nature and conditions of work.

• Analyze the causes and consequences of the industrial employment of children (5-12).

• Assess Progressive efforts to regulate big business, curb labor militancy, and protect the rights of workers and consumers (9-12).
• Evaluate Progressive attempts at social and moral reform.

California History-Social Science Academic Content Standards
www.cde.ca.gov/be/st/ss/

Analysis Skills: Research, Evidence, and Point of View (Grades 6-8)

• 1. Students frame questions that can be answered by historical study and research.

8.12 Students analyze the transformation of the American economy and the changing social and political conditions in the United States in response to the Industrial Revolution.

• 6. Discuss child labor, working conditions, and laissez-faire policies toward big business and examine the labor movement, including its leaders (e.g., Samuel Gompers), its demand for collective bargaining, and its strikes and protests over labor conditions.

Analysis Skills: Research, Evidence, and Point of View (Grades 9-12)

• 4. Students construct and test hypotheses; collect, evaluate, and employ information from multiple primary and secondary sources; and apply it in oral and written presentations.

11.2 Students analyze the relationship among the rise of industrialization, large-scale rural-to-urban migration, and massive immigration from Southern and Eastern Europe.

• 1. Know the effects of industrialization on living and working conditions, including the portrayal of working conditions and food safety in Upton Sinclair's The Jungle.
  
• 9. Understand the effect of political programs and activities of the Progressives (e.g., federal regulation of railroad transport, Children's Bureau, the Sixteenth Amendment, Theodore Roosevelt, Hiram Johnson).

Massachusetts History and Social Science Curriculum Framework
www.doe.mass.edu/frameworks/hss/final.pdf

Concepts and Skills (Grades 8-12): History and Geography

• 8. Interpret the past within its own historical context rather than in terms of present-day norms and values.

The Age of Reform: Progressivism and the New Deal, 1900-1940

• USII.8 Analyze the origins of Progressivism and important Progressive leaders, and summarize the major accomplishments of Progressivism.
  • Policies: bans against child labor