Text Box: The not so glittering

"Gilded Age"

Child Labor

Then

and

Now

Mission Process Task Resource Page Primary Sources Evaluation Conclusion Teacher/Parent Credits :

Mission:

v Do you love a bargain, a great deal "everyday low prices?"

v Do you believe that all Americans should have the opportunity to buy their own home and pay for a car with a living wage?

v Do you resent the executives at Enron, World com or Tyco who made millions and then spent millions without giving the workers a raise or increase in medical benefits?

v Would you resent those executives even more if they used 5-12 year olds to do all the work?

v Would you no longer buy those companies products or shop at there stores if you knew they were exploiting children?

Is Illegal child labor going on today? YES It Is!!! Has American companies ever been guilty of exploiting child labor? Yes they have; today and in the past. Your mission is to find about the working and living conditions of the children and workers of the late 1800's. We call this time period the "Gilded Age."

What conclusions can you draw about America by studying their lives? Most important is how did these people affect your life?

Using this newfound information you will draw up modern legislation for pre-eighteen/child labor. Then you will assume that you will be presenting them to a Senate committee meeting that is about to draw up new laws concerning child labor.

Process:

Use the “primary sources” to peer into the past, and to draw conclusions based on that evidence before you.

"Primary sources" can help you properly form an intelligent opinion about a subject that happened in the past. A primary source is a document, witness or photograph that can give you first hand evidence of the event or people of that day.

Task:

There will be two roles you will play. (May be done with a partner.)

Historian and Politician

A Historian: A person that studies the past, figures cause then the affect of the event or person they are studying. They draw conclusion from many different sources.

You are playing the part of a historian that has collected primary sources from the period of time called the "Gilded Age": As you research child labor in the "Industrial Age" (same as Gilded Age) and the photos that are "primary sources" try to come with your own opinions on what might have happened while the author/photographer or witness was observing/writing the event. (Put yourself in their place) write your answers to the question below

Historians: Child labor is not a new issue. Our readers will need to understand the background of this issue. Mr. Hine described the conditions of working children in our country in the past century. Read the Lewis Hine's Report then view the photos of the child laborers of the 1800's

1. Analyze the photos and fill out the sheet provided (sheet 2) to give yourself and the teacher more insight into this troubling world of the 1800's, then answer the questions about the Lewis Hine's Report.

2. How and why did the economic and social conditions make it necessary for children to work?

3. How did immigration of the late 1800's effect child labor, as well as the entire labor force? (Cause and Effect)

4. What institution sought to protect the laborers?

5. What factors (events) contributed to the instituting of stricter Child Labor Laws (give examples)

6. Why do you suppose they called it the "Gilded Age?"

v Enhanced with the addition of a timeline, which traces the issue of child labor through the ages, with a particular focus on the reform efforts and legislation of the 20th century.

v Use Inspiration (free download), Word or PowerPoint to illustrate your timeline. Add images to make your work more compelling

Politician:

A politician according to the dictionary is a person who makes decisions. These people need to make intelligent decisions by gathering and understanding information.

After reading historical background on the issue of child labor, now find out what are the current laws that govern the state of Texas as well as the United States in regard to child labor, women's pay, minimum wage and hourly production. (Hours worked)

Use the Resource Page to find some of the links.

Research the issues and consider whether students who work in malls or fast food restaurants are exploited in any ways. For class discussion or debate:

* Should there be stiffer legislation?

* Should there be more careful monitoring of children's work by parents and teachers?

* What should the rules be regarding the hours and responsibilities of young workers?

* Should there be rules be regarding interference with school work?

Write your own Child Labor law and give reasons for the way you wrote it and the age ranges you included.

v Extra credit: Investigate recent Illegal Child Labor practices around the world and find out who the high profile manufactures and retailers are. You may be surprised to see some of the allegations. Create a brief PowerPoint outlining some of these countries, companies and possibly people that supply it to you so you can have "it" at an “always low price.

Primary source photos:

WorkSheet

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Timeline : Child Labor

Teacher Name: Mr. Fehr

Student Name: ________________________________________

CATEGORY	4	3	2	1
Content/Facts	Facts were accurate for all events reported on the timeline.	Facts were accurate for almost all events reported on the timeline.	Facts were accurate for most (~75%) of the events reported on the timeline.	Facts were often inaccurate for events reported on the timeline.
Software Learning	The student knows how to use the software and can accurately and clearly answer almost any question related to how to perform certain functions.	The student knows how to use the software and can accurately and clearly answer many questions related to how to perform certain functions.	The student knows how to use some parts of the software and can accurately and clearly answer a few questions related to how to perform certain functions.	The student does not appear to know how to use the software without assistance.
Graphics	All graphics are effective and balanced with text use.	All graphics are effective, but there appear to be too few or too many.	Some graphics are effective and their use is balanced with text use.	Several graphics are not effective.
Readability	The overall appearance of the timeline is pleasing and easy to read.	The overall appearance of the timeline is somewhat pleasing and easy to read.	The timeline is relatively readable.	The timeline is difficult to read.
Dates	An accurate, complete date has been included for each event.	An accurate, complete date has been included for almost every event.	An accurate date has been included for almost every event.	Dates are inaccurate and/or missing for several events.
Resources	The timeline contained at least 8-10 events related to the topic being studied.	The timeline contained at least 6-7 events related to the topic being studied.	The timeline contained at least 5 events related to the topic being studied.	The timeline contained fewer than 5 events.
Time Use	Classroom time was used to work on the project. Conversations were not disruptive and focused on the work.	Classroom time was used to work on the project the majority of the time. Conversations were not disruptive and focused on the work.	Classroom time was used to work on the project the majority of the time, but conversations often were disruptive or did not focus on the work.	Student did not use classroom time to work on the project and/or was highly disruptive.

Date Created: Sep 25, 2003 02:52 pm (CDT)

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Conclusion:

A dark part of our history but a part everyone can learn from. You have found out through your research that it is all too real even today. if you are satisfied with your PowerPoint and your timeline hand it into the teacher or you can send it as an attatchment.

Teacher

Objectives

Students will:

v develop an understanding of the importance of historical inquiry;

v recognize the factors which contributed to the Industrial Revolution in the United States;

v evaluate primary source materials as artifacts for greater understanding of the past;

v function as historians by formulating their own questions from encounters with primary source documents and images;

v identify the problems confronted by people in the past, analyze how decisions for action were made and propose alternative solutions;

v understand that political, economic, and social history are connected; and

v recognize the impact of citizen action on public policy.

Time Required

1-2 weeks, in 45 - 60 minute class periods depending on a single user or a team.

Grading Sheets:

Historical Investigation

If you use a number scale, divide the number of points earned by the number of traits.

0=not evident

1=minimal evidence of mastery

2=adequate evidence of mastery

3=strong evidence of mastery

4=outstanding evidence of mastery

Write historical investigation reports that

___Use exposition, narration, description, argumentation, exposition, or some combination of rhetorical strategies to support the main proposition

___Analyze several historical records of a single event, examining critical relationships among elements of the research topic

___Explain the perceived reasons for the similarities and differences in historical records with information derived from primary and secondary sources to support or enhance the presentation

___Include information from all relevant perspectives, taking the validity and reliability of sources into consideration

___Provide a formal bibliography

Return to main rubrics page or return to main strategies page.

Research Report Rubric

The topic of research was clearly defined.

Concepts are accurately identified and clearly understood.

The information researched addressed a problem.

The information researched addressed alternatives for solution.

The information researched addressed the best solution.

The end product has some kind of visual aspect.

The student demonstrated understanding of topic during small group discussion.

Total Points Possible: 35 points

Total Points Earned:__________________

Return to main rubrics page.

Evaluation:

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Rubric Made Using:

RubiStar ( http://rubistar.4teachers.org )

>> To save this document onto your computer, please choose File :: Save As from your Browser Menu.

Timeline : Child Labor

Teacher Name: Mr. Fehr

Student Name: ________________________________________

CATEGORY	4	3	2	1
Content/Facts	Facts were accurate for all events reported on the timeline.	Facts were accurate for almost all events reported on the timeline.	Facts were accurate for most (~75%) of the events reported on the timeline.	Facts were often inaccurate for events reported on the timeline.
Software Learning	The student knows how to use the software and can accurately and clearly answer almost any question related to how to perform certain functions.	The student knows how to use the software and can accurately and clearly answer many questions related to how to perform certain functions.	The student knows how to use some parts of the software and can accurately and clearly answer a few questions related to how to perform certain functions.	The student does not appear to know how to use the software without assistance.
Graphics	All graphics are effective and balanced with text use.	All graphics are effective, but there appear to be too few or too many.	Some graphics are effective and their use is balanced with text use.	Several graphics are not effective.
Readability	The overall appearance of the timeline is pleasing and easy to read.	The overall appearance of the timeline is somewhat pleasing and easy to read.	The timeline is relatively readable.	The timeline is difficult to read.
Dates	An accurate, complete date has been included for each event.	An accurate, complete date has been included for almost every event.	An accurate date has been included for almost every event.	Dates are inaccurate and/or missing for several events.
Resources	The timeline contained at least 8-10 events related to the topic being studied.	The timeline contained at least 6-7 events related to the topic being studied.	The timeline contained at least 5 events related to the topic being studied.	The timeline contained fewer than 5 events.
Time Use	Classroom time was used to work on the project. Conversations were not disruptive and focused on the work.	Classroom time was used to work on the project the majority of the time. Conversations were not disruptive and focused on the work.	Classroom time was used to work on the project the majority of the time, but conversations often were disruptive or did not focus on the work.	Student did not use classroom time to work on the project and/or was highly disruptive.

Date Created: Sep 25, 2003 02:52 pm (CDT)

Credits:

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The Library of Congress |American Memory

http://memory.loc.gov/

Lesson plans and ideas were provided by the Library of Congress Teacher Page.

I modified their plans to tailor to my students needs

Questions? Contact us

Last updated 09/26/2002