Amy Barok

T.R. Proctor High School

Utica School District

Forms of child labor, including indentured servitude and child slavery, have existed throughout American history. As industrialization moved workers from farms and home workshops into urban areas and factory work, children were often preferred, because factory owners viewed them as more manageable, cheaper, and less likely to strike. Growing opposition to child labor in the North caused many factories to move to the South. By 1900, states varied considerably in whether they had child labor standards and in their content and degree of enforcement. By then, American children worked in large numbers in mines, glass factories, textiles, agriculture, canneries, home industries, and as newsboys, messengers, bootblacks, and peddlers.

(All parts of the task must be completed to earn full credit for the assignment)

1. Using the attached resources complete worksheet #1, #2, and #3 (worksheets are attached below in process); worksheets must be completed and then printed and handed in.

2. Pick several pictures and images from the resources provided and do the following(answers must be in complete sentences and have full details and good explanations)

a. Who do you see in the pictures/images?

b. What else do you see in the pictures/images?

c. Do you think these pictures/images were taken to prevent or encourage child labor?

3. Write a letter to you congressman/woman and try and encourage them to change the laws in regard to child labor.

4. Write and letter to your congressman/woman and try and convince them that child labor is beneficial to the development of industry of the United States.

5. Use the resources provided and the information presented in class to

a. EVALAUTE the policies that helped end child labor in a well thought out, organized essay with a clear thesis statement.

1. Identify the Problem worksheet #1

2. Gather the Evidence worksheet #2

3. Determine Causes worksheet #3

4. Evaluate the Policy

• Power Point Labor Movement.ppt
• Child Labor Reform and the Union Move.doc
• http://www.historyplace.com/unitedstates/childlabor/
• http://www.bing.com/Dictionary/search?q=define+child+labor&qpvt=Child+Labor&FORM=DTPDIA
• http://www.history.com/topics/labor/videos#the-fight-to-end-child-labor
• http://www.ilr.cornell.edu/trianglefire/primary/testimonials/ootss_ClaraLemlich.html?sto_sec=sweatshops
• http://www.ilr.cornell.edu/trianglefire/primary/letters/PaulineNewman.html?sto_sec=sweatshops
• http://www.ilr.cornell.edu/trianglefire/primary/newspapersMagazines/nyt_032611.html?sto_sec=fire
• http://www.bing.com/images/search?q=triangle+shirtwaist+fire&qpvt=triangle+shirtwaist+fire&FORM=IGRE

Score: Parts:	0(55-64)	1(65-70)	2(71-79)	3(80-89)	4(90-95)	5(96-100)
Organization	Lacking paragraphs and grammar. No clear thesis	Somewhat organized, paragraphs are present but no leading sentences, lacking thesis	There is clear organization and thesis statement is lacking No spelling/grammar mistakes	Thesis is vague but stated, and there are few spelling/grammar mistakes	Thesis missing, but otherwise organized and no grammar/spelling mistakes	No spelling, grammar, or vocabulary mistakes, Very organized. Thesis stated
Content	No use of resources or classroom materials	A few resources and other classroom materials are used, but there is no connection	Some resources and classroom material is used and there is some connection but is lacking meaning.	All resources and materials are used but is lacking some meaning and connection	All resources are used and there is good connection and meaning	Excellent use of resources and classroom materials provided
Thought Process	No clear thought process, papers and answers are all over the place. no descriptions lacking example and details	Process is better, more descriptive, some use of examples and details	Very descriptive, good use of examples and details	Still descriptive but more analysis great use of examples and details	Some descriptions but much more analytical and excellent use of details and examples	Very analytical, great thought process, leading sentences and excellent use of details and examples
Use of Examples	0-2	3-5	6-9	10-14	15-19	20-25
Completion of all Parts	0	1	2	3	4	5
Totals: Final Grade:

Much of early industrial America relied on child labor. These children toiled in the most wretched conditions including; long hours, dangerous mills/ mines/ factories, all for very low pay. The socio-economic status of millions of American city dwellers depended on the labor of their children. Owners of companies were making money off the sweat and labor of these sometimes very young children because they were much easier to manage than their adult counterparts. It was not until labor unions, public education and many other efforts that it finally came to an end. Countless leaders, laborers and activists led the way.

Social Studies:

Standard #1: History of the United States and New York: Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.

Standard #5: Civics, Citizenship, and Government: Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the U.S. and other nations; the U.S. Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.

Common Core Standards:

RH.11-12.1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

RH.11-12.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.

RH.11-12.3. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain

RH.11-12.7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.

RH.11-12.8. Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.

RH.11-12.9. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.