Child Labor in Peru

Ms. Diolitsis

C.S. 111Q. Jacob Blackwell School

 

 

Introduction:

Child Labor in Peru is a serious problem. The numbers of young people being economically active continues to grow worse especially due to the higher school dropout rate.

 

 

 

Task:

You will create a persuasive letter about the exploitation of children in Peru.  This will count as 75% of your grade, as well as a flyer, or poster that will count as 25% of your grade.  If should represent your efforts in becoming an expert on child labor and how it can become nonexistent.

 

 

Process

 Part 1---What is the problem?

                Step 1 of the PPA: Define the Problem

·    What is child labor?

Step 3 of the PPA: Identify the Causes

·    Why are children used for labor?

·    Why is child labor still in existence in Peru?

Step 5 of the PPA: Develop Solutions

·    What can be done about child labor?

·    To begin understanding these questions you will watch a video and Google slide presentation.  Click here for video on child labor.

Part 2— You will continue to research by using our Google slide presentation.  You may use the additional links in the presentation to further your research and thinking.

Click here

 

Resources

·        http://www.childlaborphotoproject.org/childlabor.html

·        http://www.ilo.org/ipec/facts/lang--en/index.htm

·        http://www.aft.org/about/world/democracy-humanrights/childlabor/

·        http://www.articletrader.com/science/education/benefits-of-child-labor.html

·        http://www.triplepundit.com/2010/12/gasp-benefits-child-labor-developing-world/

·        http://www.unicef.org/protection/57929_58009.html

 

 

Evaluation

 

 

Conclusion

Scholars we have researched and discussed various aspects of this crucial social issue of Child Labor.  How has this affected your thinking about this issue?  What message would you send to the world to stop Child Labor?  How has creating governmental laws aid in this situation?  How can we further enforce these laws for change? 

 

 

Standards

CCSS.ELA-LITERACY.W.3.1
Write opinion pieces on topics or texts, supporting a point of view with reasons.

CCSS.ELA-LITERACY.W.3.1.A
Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.

CCSS.ELA-LITERACY.W.3.1.B
Provide reasons that support the opinion.

Production and Distribution of Writing:

CCSS.ELA-LITERACY.W.3.4
With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

CCSS.ELA-LITERACY.W.3.5
With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 3 here.)

CCSS.ELA-LITERACY.W.3.6
With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.

Research to Build and Present Knowledge:

CCSS.ELA-LITERACY.W.3.7
Conduct short research projects that build knowledge about a topic.

CCSS.ELA-LITERACY.W.3.8
Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

 

Social Studies – Scope and Sequence

Culture and Civilization 3.4a, 3.4b, 3.5a, 3.5b

3.3 Geographic factors often influence where people settle and form communities.

People adapt to and modify their environment in different ways to meet their needs.

■ Communities use human and natural resources to meet needs in different ways

■ Science, technology, and industry