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Overview
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Supporting Questions:
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What did children do in the factories, farms, etc?
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What was it like to work as a child?
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Standards:
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SS.4.9. Describe how scarcity requires a person to make a choice and identify costs associated with that choice.
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SS.4.10. Using historical and/or local examples, explain how competition has influenced the production of goods and services (using human capital, physical capital, and natural resources).
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ICSS. Literature.W.4.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
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Objectives:
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Given authentic scenarios about working, students will decide if they agree or disagree with the scenario and explain why.
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Given information on child labor: wages/hours, treatment, job conditions, why, and health, students will learn about their topic and present their findings to the class.
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Given the Power Point, students will complete a graphic organizer that includes the different types of child labor jobs.
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Given content, students in groups will create a fictional character that would have lived during the Progressive Era describing their job, work conditions, treatment, wages, hours, and why they are working.
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This lesson can be completed over the course of about 4 days. Students will be engaged in authentic scenarios to compare child labor situations and chore-like situations. They will be facilitating their own learning through the second activity where they will be doing research about a child labor topic and will teach what they learned to the class. During the third activity students will complete a graphic organizer while watching the Power Point describing specific jobs children did during the Progressive Era. This will then lead to the end assignment which will be designing a character. Students will have to apply what they learned to create a fictional character demonstrating their understanding of child labor.
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