Child Labor Lesson Plans
LESSON
1
1. Descriptive Data
Teacher
___Dustin Dearman____ Subject Area
_Social Studies/ELA________ Date
_5-6-13____
Grade
Level _8___ Unit Title __Child Labor and
Youth Rights__________ Lesson Number
_1
2.
Plan
the Lesson:
Learning Purpose: To recreate the events
of the Newsboys Strike of 1899 by reading excerpts from the New York Daily
Tribune and New York Times. To understand the term vernacular and translate
late 1800s English into modern English.
Goal(s): For students to investigate
the events of the 1899 Newsboys Strike
Lesson Objective(s): TSWBAT create a
timeline depicting the events of the NewsBoys Strike of 1899; TSWBAT read for fluency
and comprehension newpaper articles of the time period to construct said
timeline; TSWBAT translate 1800s New York brogue into modern English to develop
comprehension; TSWBAT identify key players in the Newsboys Strike of 1899 and
publish on timeline
Essential
Questions:
What
are the key events and the key players of the Newsboys Strike of 1899.
Key
Vocabulary:
Union
Scabbers
Pulitzer
Hearst
World
Journal
Strike
Kid
Blink
David
Simons
Boycott
Related
Subject Connections:
Reading/Literacy/Social Studies
Assessment of Student Learning: Formative Assessment through an individually
published timeline
Materials and Equipment needed: Copies of the New
York Times & New York Daily Tribune articles from 1899; Construction paper,
scissors, markers; rulers
3. Implement the Lesson:
Grouping for lesson: _x__ whole group _x_
small group _x_ individual
(_5_
minutes) Do Now
Students
will be prompted to read the first article from the New York Times detailing
the outbreak of the Newsboys Strike of 1899.
(_10_
minutes) Whole Group Activity
The
teacher will re-read the article for fluency and voice and have students
discuss and define key players and vocabulary to set the tone for the lesson.
This activity is to give background knowledge and context to the lesson as a
whole.
(_15__
minutes) Group Activity:
Students will be divided into groups
with each child receiving one day’s newspaper story chronicling the strike.
Students write a short paragraph summary of their article and share with their
group. What are the main issues that resulted in the strike? How was the strike
resolved? How long did it last?
What words did you or others in your
group have difficulty with? Underline them and discuss in your group. Work with
group to re-write quotations in standard, modern English. Who were the main
characters of the Newsboys Strike of 1899? What more do you want to learn about
the Newsboys Strike or the main players involved?
(_15__ minutes) Assessment Activity:
The group will publish a timeline of
the events from the newspaper articles.
(_10_ minutes) Closure:
Students
will answer the following questions as a ticket out the door assessment: In
your opinion, why did newspaper companies hire children to do this job? In your
opinion, why would the Newsboys be willing to go on strike from the newspaper
companies?
LESSON 2
1. Descriptive Data
Teacher
___Dustin Dearman____ Subject Area
_Social Studies/ELA________ Date
_5-6-13____
Grade
Level _8___ Unit Title __Child Labor and
Youth Rights__________ Lesson Number
_2
2.
Plan the Lesson:
Learning Purpose: To write a narrative
summative caption of a period-specific photograph demonstrating comprehension
of the time and sympathy for the subjects of the photo.
Goal(s): For students to personalize
and place themselves in the time period and to have an authentic visual of the
time period and those individuals involved.
Lesson Objective(s): TSWBAT compose a
series of photo captions using context clues and prior knowledge. TSWBAT
compare and contrast life of youth during the turn of the 19th and
20th centuries and today. TSWBAT write in the third person.
Essential
Questions:
Who
were the Newsboys of the late 1800s and early 1900s?
Related
Subject Connections:
Writing/Social Studies/Art
Assessment of Student Learning: Students will publish 3-4 narrative captions
of photographs provided them focusing on writing in the Third Person.
Materials and Equipment needed: Lewis Hine photographs;
White printer paper; Glue; Scissors; Pens/Markers.
3. Implement the Lesson:
Grouping for lesson: _x_ whole group __
small group _x_ individual
(_5_
minutes) Do Now
List at least four jobs you could see
yourself doing when you are in high school/college. Pick one or two and explain
why you think that job would best fit you.
(_10_
minutes) Group Activity
Students
will be shown a series of photographs depicting Newsboys from the late 1800s
and early 1900s and their captions. They will discuss dress, facial
expressions, etc. Discuss the following questions: Why do you think the
boys/girls were selling newspapers? What do you think life is like for these
kids? What about their families? Does the environment your character is in look
like a positive place for kids his/her age?
(_30__
minutes) Individual Activity:
Students will select a photograph of
their own and write a short paragraph caption. They will do this three times.
(_10_ minutes) Closure:
Students
will be able to share their favorite caption with the class as a whole.
Students will turn in their captions for assessment.
LESSON 3
1. Descriptive Data
Teacher
___Dustin Dearman____ Subject Area
_Social Studies/ELA________ Date
_5-6-13____
Grade
Level _8___ Unit Title __Child Labor and
Youth Rights__________ Lesson Number _3
2.
Plan the Lesson:
Learning Purpose: To investigate writing
form, tone, audience and vocabulary of a selected composition which ties in to
the Thematic Topic.
Goal(s): For students to investigate a
composition identifying pronouns, punctuation and vocabulary. For students to
read with fluency and voice. For students to make a connection to a fictional
work to a historical time and place.
Lesson Objective(s): TSWBAT identify
pronouns in a fictional work and determine the voice and audience of the piece;
TSWBAT identify punctuation of a fictional work and determine the tone of the
piece; TSWBAT define and connect domain-specific vocabulary; TSWBAT read with
fluency and voice through reader’s theatre and perform a fictional work to the
whole class; TSWBAT connect themes of collective cause, worker’s rights and the
First Amendment Right to Assembly from the text to the Thematic Unit.
Essential
Questions:
What
is the tone of this piece of writing? What is the Audience? Who are the main
subjects of the piece.
Key
Vocabulary:
Union
Scabbers
Pulitzer
Hearst
World
Hawkin’
Headlines
Wagons
Related
Subject Connections:
Reading/Literacy/Social Studies
Assessment of Student Learning: Informal assessment by looking at student
work through the lesson. Students will underline all pronouns; circle
punctuation and make a stem-and-leaf plot/graph to quantify data. Students will
perform reader’s theatre.
Materials and Equipment needed: Copies of “The World
Will Know” for all students; writing utensil; Disney video of “The World Will
Know”
3. Implement the Lesson:
Grouping for lesson: _x_ whole group _x_
small group _x_ individual
(_5_
minutes) Do Now
Students
will answer the following “Do Now” question: What are the five rights
guaranteed via the First Amendment of the U.S. Constitution? Students will
discuss & share.
(_10_
minutes) Small Group Activity
Students
will be divided into the following small groups:
Reader’s
Theatre: Students will practice reading the literary piece outside
of class. They will be instructed to read for voice and fluency and act the
role they play. Students will also be asked to underline any words they are
unsure of how to define or have trouble saying.
Vocabulary:
Student will read the document and complete a word search for the key
vocabulary terms and any other words they are not sure of. Using context clues
and prior knowledge, students will attempt to define these words.
Pronouns:
Students will underline all pronouns and make a chart listing each pronoun and
the number of times it appears.
Punctuation:
Students will circle all punctuation and make a chart listing each type of
punctuation and the number of times it appears.
(_10__
minutes) Group Activity:
Students will share their investigations
to the class and make inferences on the piece’s audience, tone and subject
matter. Students will define key vocabulary to determine subject matter;
identify pronouns for audience; identify punctuation for tone. Students will
perform reader’s theatre to marry those ideas together.
Look at the lines, “The World will
know” and “Pulitzer may own the world, but he don’t own us.” And, What does the
writer mean by these lines? Could they have more than one meaning? If so, what?
What is the tone of the song? What
emotions do you feel after reading the lyrics? Explain.
Students will watch a clip of the
Broadway Musical, “Newsies.”
http://video.disney.com/watch/the-world-will-know-4bfb3200d43c4ea2ac135f27
(_10_ minutes) Closure:
Students
will revert back to the “Do Now” activity and determine which of the five are
relevant to this topic and written piece: Emphasis on the fifth right of
Assembly.
LESSON 4
1. Descriptive Data
Teacher
___Dustin Dearman____ Subject Area
_Social Studies/ELA________ Date
_5-6-13____
Grade
Level _8___ Unit Title __Child Labor and
Youth Rights__________ Lesson Number
_4
2.
Plan the Lesson:
Learning Purpose: To read aloud an
advanced Lexile text for students.
Goal(s): To model fluent and expressive
reading. Pairing a read aloud with the informational text students have already
experienced.
Lesson Objective(s): TSWBAT identify
key vocabulary and thematic context via a read aloud and class discussion
Essential
Questions:
What
role did the main character play in the Newsboys Strike of 1899? What were the
reasons for the strike? What was the resolution of the strike?
Key
Vocabulary:
Kid
Blink
Pulitzer
Hearst
Union
Strike
Related
Subject Connections:
Reading /Social Studies
Assessment of Student Learning: Informal discussion comparing the read aloud
text to that of the informational text students have already experienced.
Materials and Equipment needed: Copy of “Kid Blink
Beats The World”; carbon & colored pencils.
3. Implement the Lesson:
Grouping for lesson: _x_ whole group __
small group __ individual
(_20_
minutes) Read Aloud
Teacher
will read “Kid Blink Beats The World” periodically stopping for key vocabulary
instruction and for student predictions/connections to prior knowledge.
Students will produce four slides visualizing what is being read.
(_10_
minutes) Whole Class Activity
Students
make connections to prior knowledge and the Read Aloud Text.
(_5_ minutes) Closure:
Define a strike. Other than what we
learned today, mention more than one example of strikes you know of in history.
Lesson Plans In Narrative Form
Day
One: The Newsboys Strike of 1899
Do
Now Prompt
There are five rights given to the
American people in the First Amendment of the Constitution. List them.
Extry,
Extry Read All About It
Pass out an excerpt of the New York
Tribune and New York Times from 1899 announcing the Newsies Strike. Each group
will read the article and answer the following questions:
In your opinion, why would they be
willing to go on strike from the newspaper companies? What are the main issues that
resulted in the strike? How was the strike resolved? How long did it last?
In your opinion, why did newspaper
companies hire children to do this job?
What words did you or others in your
group have difficulty with? Underline them and discuss in your group. Work with
group to re-write quotations in standard, modern English.`
Who were the main characters of the
Newsboys Strike of 1899?
What more do you want to learn about
the Newsboys Strike or the main players involved?
Newsboy
Character Photo
Each student choses a photo of a
Newsboy/girl from their table. This will be each student’s character for the
entirety of the lesson. Tell students they are a newsboy/girl from the turn of
the century. Have them share their photo with their group. Students will
discuss and take notes after observing their picture. Students should examine
their clothing, facial expression and other aspects of their character. Compare
and contrast. Also have students read the caption to better help understand the
context of the photo. Why do you think the boys/girls were selling newspapers?
What do you think life is like for these kids? What about their families? Does
the environment your character is in look like a positive place for kids
his/her age? Students will circulate photos around the room and write a caption
for each one passed to them.
Day
2: The Newsboys Strike of 1899 Part II
Do
Now Prompt
List at least four jobs you could see
yourself doing when you are in high school/college. Pick one or two and explain
why you think that job would best fit you.
Read
Aloud
Kid
Blink Beats the World by Don Brown 2004
Newsies
The Musical
Pull out four students to read and
rehearse the lyrics from the musical Newsies. Pass out copies of the lyrics to The World Will Know from the musical
Newsies to the rest of the class. Three read-throughs. First read-through
underline any words you have difficulty saying or don’t know the meaning to.
Add inflection to your voice and ACT the part you play…
Have the class underline the following
words:
Union
Scabbers
Pulitzer
Hearst
World
Hawkin’
Headlines
Wagons
Answer
the following questions:
Define the underlined words or briefly
discuss their significance to the Newsboys Strike of 1899.
Look at the lines, “Pulitzer may own
the world, but he don’t own us.” And, “Pulitzer may crack the whip, but he
won’t whip us.” What does the writer mean by these lines? Could they have more
than one meaning? If so, what?
What is the tone of the song? What
emotions do you feel after reading the lyrics? Explain.
Let those who rehearsed reading the
song perform reader’s theatre. Have a short discussion with them in front of
the class about their thoughts.
Show Disney video of the song
Do
Now Tie-In
Yesterday, we listed the five freedoms
granted to us in the First Amendment of the Constitution. What were they? After
learning about the Newsboys Strike, what freedoms did the Newsies use to force
change?
Make sure the teacher talks about the
freedom to peaceably assemble and petition for grievances as these are commonly
the most overlooked of our fundamental freedoms. Discuss: In what ways does
social change occur?
Individual
Work
Students continue to work on their
character narrative.
Ticket
Out of the Door
Define a strike. Other than what we
learned today, mention more than one example of strikes you know of in history.
