Child Labor Practices
Introduction:
Images
have always been used to influence society.
We cannot be sure of the intent of
prehistoric
art, but we know that art was used by the church to teach and indoctrinate
society
before most people could read and write.
The power of the image has not lessened
over time. Above are
several examples of famous photographs and graphics that persuaded the public.
As you
view them, consider what images from the news or advertisements have an impact
on society today.
http://www.life.com/Life/lifebooks/100photos/
Task:
Your
objective is to do research and create a power point demonstration or report
intended to inform and influence your community about the plight child
laborers. You will use this information
to describe the situation, identify options and advise the community. Use the Public Policy Analyst to guide you.
Day One:
Review the materials.
Worksheet One: Define problem
Assign roles for the members of the group
Day Two and Three:
There are
several websites that discuss child labor and several that discuss influential
images. You should use several sites
from both categories to complete Worksheet Two: Gathering
Evidence for the Problem and Worksheet Three: Identifying
the Causes of the Problem.
Day Four and Five:
Work with your groups.
Coordinators
organize, check on progress. What have you accomplished? What do you need to do? Create timeline or
calendar. Researchers: Organize information. Choose the best information. Eliminate irrelevant information. Make sure that you choose documents that
support your point of view and advance your arguments. (All members read the chosen articles.)
Designers:
Experiment with fonts, colors and Clip Art to visually enhance your
presentation.
Day Six:
Hold a
group meeting to complete Worksheet Four: Evaluating
Existing Public Policies. How
are the existing policies contributing to this situation? Brainstorm new policies that would help.
Day Seven:
Complete
Worksheet five: Developing
Public Policy Solutions and Worksheet Six: Selecting
the Best Public Policy Solutions. Be
sure to identify the dates and sources. Organize information. Design
presentation
Day Eight:
Practice
presentation. Be sure to include
references to our report.
Day Nine:
Presentations
Day Ten:
Evaluation of presentations. Use of
rubrics to aid in evaluation
Process:
Define problem
Gather evidence
Identify societal and historical causes.
Develop and evaluate possible solutions
Hypothesize the outcome of your suggestions
Compare
the opportunities and rights available in different parts of the world.
Each
group will have:
One
coordinator
Two
researchers
One
designer
One task
organizer
Resources
http://www.life.com/Life/lifebooks/100photos/
http://www.boondocksnet.com/labor/history/abbott/index.html
The History Place - Child Labor in America
Welcome to the Home of the Child Labor Coalition
CHILD LABOR: ISSUES, CAUSES AND INTERVENTIONS
UNICEF - Child protection - Child labor
Human Rights Watch: Child Labor
Child Labor and the Global Village: Photograp...
U.S. Department of Labor - Find It By Topic -...
ChildrenŐs Rights Division - Child labor Home...
Bill against child labor Page 1 of 17
Child Labor in New York City Tenements
NARA | Digital Classroom | Teaching With Docu...
Child Labor Education and Action Project
Child labor in Factories During the Industria...
The Photographs of Lewis Hine: The Documentat...
English
Language Arts Performance Standards
E1c: Read and comprehend informational materials.
E2a: Produce a report of information.
E3b: Participate in-group
meetings.
E3c: Prepare and deliver an individual
presentation
E5a: Respond to non-fiction, fiction, poetry, and
drama using interpretative and critical processes
E6a: Critique public document with an eye to strategies
common in public discourse.
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Standard 1 |
History of the use a variety of intellectual skills to
demonstrate their understanding of major ideas, eras, themes, developments,
and turning points in the history of the |
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Standard 2 |
World History use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives. |
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Standard 5 |
Civics, Citizenship, and Government use a variety of intellectual skills to demonstrate their understanding of
the necessity for establishing governments; the governmental system of the |
Rubric
for a Research Project
Student Name(s)_____________________________Final
Grade________
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Grade |
Information Seeking/Selecting and Evaluating |
Analysis |
Synthesis |
Documentation |
Product/Process |
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4 |
Student(s) posed a thoughtful, creative question that engaged them in challenging or provocative research. The question contributes to knowledge in a focused, specific area. |
Student(s) gathered information from a variety of quality electronic sources, including appropriate licensed databases. Sources are relevant, balanced and include critical readings relating to the thesis or problem. Primary sources were included (if appropriate). |
Student(s) carefully analyzed the information collected and drew appropriate and inventive conclusions supported by evidence. Voice of the student writer is evident. |
Student(s) developed appropriate structure for communicating product, incorporating variety of quality sources. Information is logically and creatively organized with smooth transitions. |
Student(s) documented all sources, including visuals, Sources are properly cited, both in-text/in-product and on Works-Cited/Works-Consulted pages/slides. Documentation is error-free. |
Student(s) effectively and creatively used appropriate communication tools to convey their conclusions and demonstrated PPA techniques. Product displays creativity and originality. |
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3 |
Student(s) posed a focused question involving them in challenging research. |
Student(s) gathered information from a variety of relevant sources--print and electronic |
Student (s) product shows good effort was made in analyzing the evidence collected |
Student(s) logically organized the product and made good connections among ideas |
Student(s) documented sources with some care, Sources are cited, both in-text/in-product and on Works-Cited/Works-Consulted pages/slides. Few errors noted. |
Student(s) effectively communicated the results of research to the audience. Uses several PPA techniques |
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2 |
Student(s) constructed a question that lends itself to readily available answers |
Student(s) gathered information from a limited range of sources and displayed minimal effort in selecting quality resources |
Student(s) conclusions could be supported by stronger evidence. Level of analysis could have been deeper. |
Student(s) could have put greater effort into organizing the product |
Student(s) need to use greater care in documenting sources. Documentation was poorly constructed or absent. |
Student(s) need to work on communicating more effectively Uses few PPA techniques |
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1 |
Student(s) relied on teacher-generated questions or developed a question requiring little creative thought. |
Student(s) gathered information that lacked relevance, quality, depth and balance. |
Student(s) conclusions simply involved restating information. Conclusions were not supported by evidence. |
Student(s) work is not logically or effectively structured. |
Student(s) clearly plagiarized materials. |
Student(s) showed little evidence of thoughtful research. Product does not use PPA techniques |
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Teacher/Librarian Comments |
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