Meghan mazloom

Roscoe conkling Elementary

Utica city School district

mmazloom@uticaschools.org

Your parents might ask you to do chores around the house, like doing the dishes or cleaning your room. But during the Industrial Revolution in the United States, children your age (and as young as 6!) worked from eight to fourteen hours a day, often in dangerous conditions.

You will work in a group of four students to use the steps of the AHPPA to evaluate the expedition of child labor during the Industrial Revolution. Your group will complete each step of the AHPPA model together. You will create a comic strip illustrating the life of a child laborer during the Industrial Revolution. Additionally, you will write an essay comparing and contrasting your life to that of a industrial revolution era child laborer.

Step 1: Identify the Problem

Step 2: Gather the Evidence:

Step 3: Determine the Causes

Step 4: Evaluate the Policy

1. Once you are assigned a group, you will work with your group members to research the child labor during the industrial revolution. During your research you should answer the following questions:

• Why did children work during the Industrial Revolution?
• What was the life of a child laborer like?
• What were the dangers of child labor?
• What caused child labor to end?

2. Use the APPA model Step 1 to identify the social problem of child labor in the Industrial Revolution.

3. Complete APPA Worksheet #1

4. Use APPA model Step 2 to further research the existence of your problem.

5. Complete APPA Worksheet #2

6. Use APPA model Step 3 to determine the causes of your social problem.

7. Complete APPA Worksheet #3

8. Use APPA model Step 4 evaluate whether regulations such as the Fair Labor Standards Act were successful in addressing your problem.

9. Complete APPA Worksheet #4

10. Create a comic strip at least 6 panels long illustrating a day in the life of a child laborer.

11. Write a four paragraph essay, comparing and contrasting your life with the life of a child laborer during the industrial revolution.

Child Labor in Factories

History of Child Labor Laws in the United States

The History Place – Child Labor

Child Labor Public Education Project

Photographs of Lewis Hine

History.com Child Labor

Comic Strip Rubric

Score	4	3	2	1
Required Elements	Comic Strip included all required elements as well as a few additional elements.	Comic Strip included all required elements and one additional element.	Comic Strip included all required elements.	One or more required elements was missing from the comic strip.
Clarity and Neatness	Comic Strip is easy to read and all elements are so clearly written, labeled, or drawn that another student could create the presentation if necessary.	Comic Strip is easy to read and most elements are clearly written, labeled, or drawn. Another person might be able to create the presentation after asking one or two questions.	Comic Strip is hard to read with rough drawings and labels. It would be hard for another person to create this presentation without asking lots of questions.	Comic Strip is hard to read and one cannot tell what goes where. It would be impossible for another person to create this presentation without asking lots of questions.
Spelling & Grammar	No spelling or grammatical mistakes on a comic strip with lots of text.	No spelling or grammatical mistakes on a comic strip with little text.	One spelling or grammatical error on the comic strip.	Several spelling and/or grammatical errors on the comic strip.

Comparison and Contrast Rubric

CATEGORY	4	3	2	1
Purpose & Supporting Details	The paper compares and contrasts items clearly. The paper points to specific examples to illustrate the comparison. The paper includes only the information relevant to the comparison.	The paper compares and contrasts items clearly, but the supporting information is general. The paper includes only the information relevant to the comparison.	The paper compares and contrasts items clearly, but the supporting information is incomplete. The paper may include information that is not relevant to the comparison.	The paper compares or contrasts, but does not include both. There is no supporting information or support is incomplete.
Organization & Structure	The paper breaks the information into whole-to-whole, similarities -to-differences, or point-by-point structure. It follows a consistent order when discussing the comparison.	The paper breaks the information into whole-to-whole, similarities -to-differences, or point-by-point structure but does not follow a consistent order when discussing the comparison.	The paper breaks the information into whole-to-whole, similarities -to-differences, or point-by-point structure, but some information is in the wrong section. Some details are not in a logical or expected order, and this distracts the reader.	Many details are not in a logical or expected order. There is little sense that the writing is organized.
Transitions	The paper moves smoothly from one idea to the next. The paper uses comparison and contrast transition words to show relationships between ideas. The paper uses a variety of sentence structures and transitions.	The paper moves from one idea to the next, but there is little variety. The paper uses comparison and contrast transition words to show relationships between ideas.	Some transitions work well; but connections between other ideas are fuzzy.	The transitions between ideas are unclear or nonexistent.
Grammar & Spelling (Conventions)	Writer makes no errors in grammar or spelling that distract the reader from the content.	Writer makes 1-2 errors in grammar or spelling that distract the reader from the content.	Writer makes 3-4 errors in grammar or spelling that distract the reader from the content.	Writer makes more than 4 errors in grammar or spelling that distract the reader from the content.

Congratulations! You have finished the Child Labor Webquest! You have worked together with your classmates, used the American History Public Policy Analyst, created a comic strip, written an essay and gained a greater understanding of child labor in the United States during the Industrial Revolution. Wow!

New York State Standards:

Standard 1, Key Idea 1

Key Idea 1: The study of New York State and United States history requires an analysis of the development of American culture, its diversity and multicultural context, and the ways people are unified by many values, practices, and traditions.

Performance Indicators--Students will:

Elementary

· know the roots of American culture, its development from many different traditions, and the ways many people from a variety of groups and backgrounds played a role in creating it

· understand the basic ideals of American democracy as explained in the Declaration of Independence and the Constitution and other important documents

· explain those values, practices, and traditions that unite all Americans

Standard 1, Key Idea 2

Key Idea 2: Important ideas, social and cultural values, beliefs, and traditions from New York State and United States history illustrate the connections and interactions of people and events across time and from a variety of perspectives.

Performance Indicators--Students will:

Elementary

· gather and organize information about the traditions transmitted by various groups living in their neighborhood and community

· recognize how traditions and practices were passed from one generation to the next

· distinguish between near and distant past and interpret simple timelines

Standard 1, Key Idea 3

Key Idea 3: Study about the major social, political, economic, cultural, and religious developments in New York State and United States history involves learning about the important roles and contributions of individuals and groups.

Performance Indicators--Students will:

Elementary

· gather and organize information about the important accomplishments of individuals and groups, including Native American Indians, living in their neighborhoods and communities

· classify information by type of activity: social, political, economic, technological, scientific, cultural, or religious

· identify individuals who have helped to strengthen democracy in the United States and throughout the world

Common Core Standards:

Key Ideas and Details

· RI.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

· RI.5.2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

· RI.5.3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

Craft and Structure

· RI.5.4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.

· RI.5.5. Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.

· RI.5.6. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

Integration of Knowledge and Ideas

· RI.5.7. Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

· RI.5.8. Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

· RI.5.9. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.