Amanda Muzzy Literacy Instruction in the Content Areas in Grades 7-12 EDR524A Due: November 05, 2012 Lesson

Plan 2 Title: What is child labor and how does it influence the world. Grade Level: 11th History Time Frame: 60 minutes Connection to Standards: -Regional geography- I will talk about the locations of child laborers and show the class where the countries are located on a map. -Foreign Policy- During the debate I will discuss the policies linked to the child laborers excerpt. I will tell the class how it is legal to have child labor. -Government- The class will discuss the different implications of government involvement in creating a solution. The class will realize the complexities in negotiating a solution, so both parties are happy. -Economics- I will discuss the long-term effects on the prices of products and companies involved using child labor. -Critical reading- I will have the groups read the excerpts out loud and they will use major points from the excerpts to fuel their discussion. -Public views- The class will use excerpts to read about other peoples views and opinions of child labor. -World History- I will discuss how many child laborers there are in the

world and the various products they create. I will also talk about import and export of products that people, in the United States, have used for years.

Rationale/Purpose: The lesson is designed to educate students about the effects of child labor and the products child laborers produce that the students might use.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ I. Objectives-Students will participate during during the lesson. I will facilitate the participation by asking questions during the power point presentation. In order to get the classes opinions I set the slides up so I can click on the board and the question comes up. After I ask the question I then click on the board and the answer pops up. I did this to increase participation and critical thinking because the students cannot simply read the answers off of the power point. -Students will be able to demonstrate their knowledge of child laborers. They will demonstrate their knowledge in the class debate after they have listened to the lesson and read the excerpts. I will measure this by having each student participate at least once in the debate. If a student does not have a response that adds to the discussion, I will ask them a question that will get them back on track. -Students will be able to recite the products that child laborers produce, when they are asked verbally. The students will have at least an eighty percent accuracy rate. -Students will understand the content of the lesson and they will retain the information discussed in the debate. This will be measured by the homework I will assign. The students will have at least an eighty-five percent accuracy rate. The homework will be to research products affiliated with child labor and free trade. I will ask the students to pick a child laborer-produced item off of the list on the power point. The students will research a free trade alternative they could buy or use instead of the child labor affiliated items. For example, Green Mountain uses free trade coffee instead of coffee harvested from children. II. Required Materials- A Power point presentation, a smart board or projector, a piece of paper for the students to write

their responses down, excerpts from anti-child labor groups, and from a child laborer that needs the work. III. Procedures A. Lead-in/Anticipatory Set- I will have the students take out a piece of paper and rip it in half. Next, the students will be asked to answer a few questions on the first piece of paper. The questions they will answer will be, What is child labor, Is there child labor today and if so, where does the child labor take place?

B. Step by Step 1. Introduction- After the students answer the questions, I will have the power point on the screen and I will answer the questions. I will answer the questions by asking the students each question and I will have them raise their hand to answer the questions. I have set the power point presentation up so just the question is shown then I click on the board and the answer pops up. This will incorporate the class into the discussion instead of having them just sit through direct instruction. For the yes or no question, I will have the class raise their hand to show if they believe there is child labor or not. 2. Body- I have additional questions on the power point and I will ask them the questions in the same format above. To answer the last question, Why care? I will have the class split up into two large groups. I will assign a piece of literature to each group. Each member of the two groups will have their own copy and will take turns reading the literature out loud. The first group will be anti-child labor and will have a piece of literature from a nongovernmental group that opposes this issue. The second group will be pro-child labor. The second group will have a piece of literature written

from a child laborer that needs the job to support their family. The debate will have one student speak, by him or herself, and then the opposing group will have a student respond to the comment. This format will continue until all the students have spoken and I will then open the floor for anyone to talk again. The students will be allowed to talk back and forth for about ten to fifteen minutes. I will only jump in the conversation if it gets off topic. Next I will have the students, in their groups, discuss a possible solution to child labor. The students will then debate their solutions until they come up with a middle ground solution that they both agree on. I will help mediate if no solution is reached in about ten minutes. 3. Closure- Finally, I will have the students take out the other half of the piece of paper and write down child laborer produced items they might use. Then I will show them, the last slide with, the list of products most people use that is affiliated with child laborers.

IV.

Differentiation A. Learning Modality Preferences and/or Learning Style Preferences and/or Multiple Intelligences X

B. Advanced- For the advanced learners, I will provide a list of websites they could visit to further their knowledge of child labor. I could incorporate more politics, legislation and socioeconomics into the lesson. The students that are advanced would have prior knowledge of the political implications of child labor and I could use this to build off of. I could also allow students to write a paper, for extra credit. The paper would give students a chance to further their argument of anti or pro child labor. The paper would be worth up to two points on their average. I would create a four-stage rubric and each section would be worth up to a half of point on their average. The rubric would be based

on fluent writing, grammar, and the correct Chicago citation. The second part would be based on their use of accurate facts. The third section would be on why they thought this was interesting. The fourth section would be graded on how convincing their argument, on why someone endorse or ban child labor, turned out to be.

C. Struggling X

D. Student(s) with Exceptional Learning Needs (ELN) X

V.

Homework, if Applicable or Follow-up- For homework, I will ask the students to pick a child laborer-produced item off of the list on the power point. The students will research a free trade alternative they could buy or use instead of the child labor affiliated items. For example, Green Mountain uses free trade coffee instead of coffee harvested from children. Assessment/Evaluation A. Assessment of Student(s)- I will grade their homework and I expect an eighty-five percent accuracy rate. Grading the students homework will show that the students have learned about child labor and its effects on the world. I will also use the students two sheets of responses, from the anticipatory set and the closure, to view how their knowledge has increased.

VI.

B. Self-Assessment (Teacher)- My goal would be for students to understand the social and economic implications child labor has on the world. I will measure this by giving them a short quiz the next day. The quiz will be a mixture of multiple choice, a matching section and true or false

section. I will expect at least a ninety percent accuracy rate.