Child Labor Around the World
Alicia
Crawford
IS52
Introduction:
Can you imagine waking up at sunrise, and going to work harvesting onions every
morning? Millions of children worldwide
are forced to work at tedious jobs.
Rather than schools, friends and play these children must do back
breaking labor to help support their families.
Childhood should be a time of growing and developing without of fear and
pain. “Child labour
reinforces intergenerational cycles of poverty (and) undermines national
economies.” (http://www.unicef.org/protection/57929_58009.html).
The
problem of child labor is found all over the globe. Our class will develop a blog to protest child labor internationally as
well as recommend policy.
Task: Your task is to write a persuasive essay about international
policy to reduce child labor practices utilizing the PPA approach. This essay will be posted on the class
blog. You are also required to provide 3
cited visual images (pictures, charts, videos) which can be posted on the blog.
Process/Resources:
1. Choose an area in the world where you
will focus:
Child Labor
in India picture courtesy of
Texas Onion Fields picture courtesy of Child Labor in the Dominican
Republic
Kindlemag.in
Indykids.net
mangodhaiti.blogspot
a) India - Brick Kilns
Changing life in the brick kilns
Children Working in Brick Factories (good for policies)
Rescue from Brick Kilns
(good video)
Brickmakers of Andhra Pradesh (good images)
Campaign for Children (exemplar of Blog)
b) United States – Onion Farms in Texas
Farm Labor (check out related links, too)
In Our Own Backyard (many excellent links)
c) Dominican Republic - Sugar Cane Farms
DR taking measures to eradicate child
labor
2. Use the links provided on the web
quest to gather evidence of child labor in the area you have chosen
3. Complete the attached graphic
organizer as you gather evidence
a) In one sentence, define your stance: State the problem, where it occurs,
and why it is a problem.
b) Identify the causes of this problem
c) Identify any existing policies
d) Evaluate the Policy(ies) that
presently exist: how feasible is it? How
effective is it? What are the positives and negatives?
e) Develop recommendations for policy changes and improvements
f) Select the best options for policy improvements.
4. Use graphic organizer
to guide writing of the persuasive essay
5. Choose three images that will help
you tell your story
6. Upload essay and images to class blog
Evaluation:
Rubric for Persuasive Essay:
|
|
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I.S. 52 Argument Writing Rubric |
|
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Dimensions |
Exceptional
(4) |
Capable ( 3) |
Developing (2) |
Emerging (1) |
|
Ideas: Shows
understanding of unit specific task and
text X1 |
-Includes an appealing
hook: quote, anecdote, question or statistic -Thoughtfully acknowledges
the opposing argument -Claim is clear,
convincing, original and focused, and makes connections beyond the task -Fulfills all of the
requirements of the task
|
-Includes a hook: quote,
anecdote, question or statistic -Acknowledges the opposing
argument -Claim is clear,
convincing, original and focused -Fulfills most of the
requirements of the task
|
-Includes a weak hook:
quote, anecdote, question or statistic -Attempts to acknowledge
the opposing argument -Claim is reasonably clear,
convincing, original and focused -Fulfills some of the
requirements of the task and/or shows some misunderstanding of the text or
task |
-Hook is missing or
unrelated to claim -Does not acknowledge the
opposing argument -Claim is unclear or
incomplete -Fulfills few or no
requirements of the task and/or lacks understanding of the text or task |
|
Development: Shows
relationship between ideas
and evidence x2 |
-
Supports ideas with elaboration and thorough analysis -Provides
relevant and well chosen cited evidence that goes
beyond the obvious -Cited
evidence is introduced and thoroughly explained using specific details -
Explains examples through paraphrase and /or summary, leaving the reader with
no lingering questions |
-
Supports ideas clearly and fully with facts and reasons -Provides
relevant and well chosen cited evidence -Cited
evidence is introduced and explained using specific details -
Explains examples through paraphrase and /or summary |
-
Develops ideas briefly -Provides
some cited evidence and/or examples that may be unrelated to topic or claim -Cited
evidence is not introduced and/or explained using specific details -
Examples lack explanation and may include inaccurate details |
-
Fails to develop ideas -Provides
no cited evidence and/or includes invented evidence as though cited -Provides
no examples and details and/or includes inaccurate or irrelevant information |
|
Organization: Shows how the
structure builds direction and coherence x1 |
-
Introduces the claim clearly and originally, previewing what is to follow -
Original topic sentences clearly establish and maintain a thoughtful focus
for each body paragraph -
Connects the claim, reasons and evidence using sophisticated and varied
transitional words, phrases and clauses -
Title is creative and captures meaning -
Writing shows careful planning and revision -
Concluding statement strongly reinforces your claim, supports your position
and includes an inspiring call to action |
-
Introduces the claim clearly previewing what is to follow -
Topic sentences clearly establish and maintain a focus for each body
paragraph -
Connects the claim, reasons and evidence using appropriate transitional
words, phrases and clauses -
Title is interesting and makes sense -
Writing shows planning -
Concluding statement reinforces your claim, supports your position and
includes a call to action |
-
Attempts to introduce the claim while suggesting what is to follow -
Topic sentences attempt to establish a focus for each body paragraph -
Attempts to connect the claim, reasons and evidence using appropriate
transitional words, phrases and clauses -
Title is simple and hints at meaning -
Writing shows some planning -
Concluding statement shows little connection to claim and/or call to action
may be missing |
-
Fails to introduce the claim and/or preview what is to follow -
Topic sentences are not present and/or relevant -
Fails to establish a logical sequence -Transition
words are not present or are used incorrectly -
Title is missing -
Writing shows no planning -
Concluding statement is missing or unrelated to content
|
|
Language
use: Shows awareness of audience and purpose X1 |
-
Is fluent and easy to read with a strong sense of engagement or voice -
Consistently uses precise and above grade level vocabulary -
Varies structure and length of sentences to enhance meaning and hold reader
interest -
Is sophisticated in style and tone -Writing
consistently shows attention to audience and purpose |
-
Is fluent and easy to read with some sense of engagement or voice -
Uses precise and some above grade level vocabulary -
Varies structure and length of sentences to enhance meaning -
Maintains consistency in style and tone -Writing
shows attention to audience and purpose
|
-
Is readable with little sense of engagement or voice -
Uses basic vocabulary -
Exhibits some attempt to vary structure and length of sentences but with
uneven success -
Establishes but fails to maintain consistency in style and tone -Writing
shows little attention to audience and purpose |
-
Is difficult to read with little or no sense of engagement or voice -
Uses limited or repetitive vocabulary -
Sentences lack variety in structure or length -
Fails to establish style or tone -Writing
shows no attention to audience and purpose
|
|
Mechanics: Shows command
of the conventions of Standard
English X1 |
Shows
control with essentially no errors in: - Spelling - Capitalization - Grammar - Paragraphing - Punctuation even
when using above grade level language
|
Shows control with occasional errors that do
not hinder comprehension when using: - Spelling - Capitalization - Grammar - Paragraphing - Punctuation
|
Shows
some control with occasional errors that hinder comprehension when using: - Spelling - Capitalization - Grammar - Paragraphing - Punctuation
|
Shows
little control with errors that make comprehension difficult when using: - Spelling - Capitalization - Grammar - Paragraphing - Punctuation
|
Name:
_______________________________________________ Class: ___________ Date: _________________________________
Scoring
Key:
|
Exceptional |
Capable |
Developing |
Emerging |
|
24/24
= 100 23/24
= 98 22/24
= 96 21/24
= 94 20/24
= 92 19/24
= 90 |
18/24
= 88 17/24
= 86 16/24
= 84 15/24
= 82 14/24
= 81 13/24
= 80 |
12/24
= 79 11/24
= 78 10/24
= 76 9/24 =
74 8/24 =
72 7/24 =
70 6/24 =
68 |
5/24 =
65 4/24=
63 3/24 =
62 2/24 =
61 1/24 =
60 |
Rubric for
Images
|
Dimensions |
4 Great Job! |
3 Very Good! |
2 Could be better. |
1 Ooops! |
|
Images are a powerful Depiction of the
Social issue discussed |
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Images are captioned with source |
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There are three images |
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All images are uploaded |
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Conclusion:
When
your web quest is complete you will have become an expert in child labor in
your chosen part of the world. You will
also have helped to educate the world about child labor and its prevalence
around the world.
Common Core Standards
Reading for Literacy in History:
6.1 Cite specific
textual evidence to support analysis of primary and secondary sources.
6.7 Integrate visual information (e.g., in
charts, graphs, photographs, videos, or maps) with other information in print
and digital texts.
Writing
6.1 Write arguments to support claims
with clear reasons and relevant evidence.
a. Introduce
claim(s) and organize the reasons and evidence clearly.
b. Support
claim(s) with clear reasons and relevant evidence, using credible sources and
demonstrating an understanding of the topic or text.
c. Use
words, phrases, and clauses to clarify the relationships among claim(s) and
reasons.
d. Establish
and maintain a formal style.
e. Provide a
concluding statement or section that follows from the arguments presented