Lesson Plan #5
I. Objectives
The student will be able to identify who Iqbal Masih is and his importance to child labor
The student will be able to identify that child labor still exists in parts of the world and the affects it has on people
The student will be able to identify why people fight for their beliefs and ways people can do this
Social Studies:
USII.1 The student will demonstrate skills for historical and geographical analysis and responsible citizenship, including the ability to
e) evaluate and debate issues orally and in writing;
USII.4 The student will demonstrate knowledge of how life changed after the Civil War by
e) describing the impact of the Progressive Movement on child labor, working conditions, the rise of organized labor, women’s suffrage, and the temperance movement.
English:
6.2 The student will listen critically and express opinions in oral presentations.
a) Present a convincing argument.
6.5 The student will read and demonstrate comprehension of a variety of informational selections.
a) Identify questions to be answered.
b) Compare and contrast information about one topic contained in different selections.
c) Select informational sources appropriate for a given purpose
Computer Technology:
C/T 6-8.5 The student will demonstrate knowledge of technologies that support collaboration, personal pursuits, and productivity.
· Work collaboratively and/or independently when using technology.
· Practice preventative maintenance of equipment, resources, and facilities.
· Explore the potential of the Internet as a means of personal learning and the respectful exchange of ideas and products.
· State what students will be able to do as a result of this experience.
· List national, state, or local objectives, if possible.
C/T 6-8.7 The student will evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.
NCSS-
- #9: Global Connections
- #10: Civic Ideals and Practices (extension)
- #2: Time, Continuity and Change
· Essential Questions:
o Does child labor still occur today?
o Who was Iqbal Masih?
o What affect did Iqbal have on preventing/ending child labor in his country and others?
Estimated Time- 30 minutes (for book activity) 3 class periods for final assessment
II. Materials for Learning Activities
· Iqbal short film (youtube)
· The Carpet Boy’s Gift By: Pegi Deitz Shea
· Internet Access
· Library Access (or a cart full of books on the people students will be researching for the debate)
· Pencil and paper
· Outline of information students need to find (if needed)
III. Procedures for Learning Activities
· Instruction
o Read the book The Carpet Boy’s Gift
§ During the reading, I will periodically stop to ask students questions about what they notice in the pictures, how the feel about what’s happening, what they think will happen next, etc.
§ Why did the author write this book? What was it’s purpose
* This book, although fiction, is actually based on a real boy named Iqbal Masih. Read students the short bio in the back of the book. Although he did not live during the Progressive Era, why is he important to the unit? Why should people learn about what he did? What makes him different from other children?
§ How do our freedoms vary from the freedoms other people have, such as Nadeem in The Carpet Boy’s Gift?
o Watch video Iqbal-Short Film
* Why did people create a video about Iqbal
* Why is he so important to child labor?
* Do you think child labor still exists in his (and other) countries?
* Do you think child labor today is similar to that during the Progressive Era?
§ Throughout the unit we have learned ways people stood up for their rights and beliefs. Why is it important for people to do this? What do you think would happen if people didn’t stand up for their beliefs? What are ways that people can fight for their beliefs?
o Final Assessment:
Students will be given a name of people who were involved with the child labor debate and other issues during the Progressive Era (women’s suffrage, temperance movement, need for organized labor, working conditions, etc). Students will research the person and hold a debate at the end about their person and their involvement with child labor and the Progressive Era (i.e. union person vs. business owner on why workers should/should not get shorter work hours,etc)
* Students may use the library, internet, etc. to collect information
* Research and preparation time may take up to four class periods (depending on the size of class, resources available, level of class, etc.)
* Students may need to be reminded how to use the computer, given outlines on the type of information they should look for, key words they may use during the research, what a debate consists of, what makes a good debate, etc.
IV. Assessment
· Debate- Did students dress up like their character? Did students use their time wisely during class? Were students able to find all the required information on their person? Who were they? What part did they have in the Progressive Era(why are they so important to be included in a history book)? What effects did they have on the outcome of the Progressive Era (in other words, what came out of the Progressive Era because of them)? Why were they so passionate about their beliefs (did they have a personally story, involved with poor treatment, etc.) How did they go about with their actions (how did they organize events they were involved in)
· Oral presentation- Students will be graded on their ability to present their information, including length of speech, eye contact, body language, language (‘um’), evidence that it was rehearsed, are they passionate about their person (since they are pretending to be their person, they should be able to really get ‘into’ the debate)
V. Differentiation
· ESL- students may be given a copy of The Carpet Boy’s Gift in their home language. At the end of each page, the teacher can summarize (or have students) what happened on the page
· LD- Can be given name of very famous person so information is easier to find. Teacher can ‘prefind’ information on their person or find reading materials that is on their level and uses vocabulary they can understand. Speech can also be shortened if needed. Can be give extra time to complete research. Can also be given worksheet on exactly what type of information they should be able to find and/or key words that could help them research their person.
· Extension- Since we focused a lot of beliefs, do students have a belief or something they are passionate about that they would like to change? If so, students can create an Action Research project, where they can research the problem more in depth and think of ways they can help solve the problem and implement this(these) solution(s)
· Extension: have students make their own carpet/weave. The activity can last for a longer time where students have to stay seated to get a feel for what children had to go through (Note: it is not necessary to make children do this) and have the class discuss their feelings about it. It will also show students how long and tedious the work can be and why businesses would rather have children do the work (their fingers are nimble, which allows the threading to be quicker and can fix the machinery if something breaks or gets stuck)
The student will be able to identify who Iqbal Masih is and his importance to child labor
The student will be able to identify that child labor still exists in parts of the world and the affects it has on people
The student will be able to identify why people fight for their beliefs and ways people can do this
Social Studies:
USII.1 The student will demonstrate skills for historical and geographical analysis and responsible citizenship, including the ability to
e) evaluate and debate issues orally and in writing;
USII.4 The student will demonstrate knowledge of how life changed after the Civil War by
e) describing the impact of the Progressive Movement on child labor, working conditions, the rise of organized labor, women’s suffrage, and the temperance movement.
English:
6.2 The student will listen critically and express opinions in oral presentations.
a) Present a convincing argument.
6.5 The student will read and demonstrate comprehension of a variety of informational selections.
a) Identify questions to be answered.
b) Compare and contrast information about one topic contained in different selections.
c) Select informational sources appropriate for a given purpose
Computer Technology:
C/T 6-8.5 The student will demonstrate knowledge of technologies that support collaboration, personal pursuits, and productivity.
· Work collaboratively and/or independently when using technology.
· Practice preventative maintenance of equipment, resources, and facilities.
· Explore the potential of the Internet as a means of personal learning and the respectful exchange of ideas and products.
· State what students will be able to do as a result of this experience.
· List national, state, or local objectives, if possible.
C/T 6-8.7 The student will evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.
NCSS-
- #9: Global Connections
- #10: Civic Ideals and Practices (extension)
- #2: Time, Continuity and Change
· Essential Questions:
o Does child labor still occur today?
o Who was Iqbal Masih?
o What affect did Iqbal have on preventing/ending child labor in his country and others?
Estimated Time- 30 minutes (for book activity) 3 class periods for final assessment
II. Materials for Learning Activities
· Iqbal short film (youtube)
· The Carpet Boy’s Gift By: Pegi Deitz Shea
· Internet Access
· Library Access (or a cart full of books on the people students will be researching for the debate)
· Pencil and paper
· Outline of information students need to find (if needed)
III. Procedures for Learning Activities
· Instruction
o Read the book The Carpet Boy’s Gift
§ During the reading, I will periodically stop to ask students questions about what they notice in the pictures, how the feel about what’s happening, what they think will happen next, etc.
§ Why did the author write this book? What was it’s purpose
* This book, although fiction, is actually based on a real boy named Iqbal Masih. Read students the short bio in the back of the book. Although he did not live during the Progressive Era, why is he important to the unit? Why should people learn about what he did? What makes him different from other children?
§ How do our freedoms vary from the freedoms other people have, such as Nadeem in The Carpet Boy’s Gift?
o Watch video Iqbal-Short Film
* Why did people create a video about Iqbal
* Why is he so important to child labor?
* Do you think child labor still exists in his (and other) countries?
* Do you think child labor today is similar to that during the Progressive Era?
§ Throughout the unit we have learned ways people stood up for their rights and beliefs. Why is it important for people to do this? What do you think would happen if people didn’t stand up for their beliefs? What are ways that people can fight for their beliefs?
o Final Assessment:
Students will be given a name of people who were involved with the child labor debate and other issues during the Progressive Era (women’s suffrage, temperance movement, need for organized labor, working conditions, etc). Students will research the person and hold a debate at the end about their person and their involvement with child labor and the Progressive Era (i.e. union person vs. business owner on why workers should/should not get shorter work hours,etc)
* Students may use the library, internet, etc. to collect information
* Research and preparation time may take up to four class periods (depending on the size of class, resources available, level of class, etc.)
* Students may need to be reminded how to use the computer, given outlines on the type of information they should look for, key words they may use during the research, what a debate consists of, what makes a good debate, etc.
IV. Assessment
· Debate- Did students dress up like their character? Did students use their time wisely during class? Were students able to find all the required information on their person? Who were they? What part did they have in the Progressive Era(why are they so important to be included in a history book)? What effects did they have on the outcome of the Progressive Era (in other words, what came out of the Progressive Era because of them)? Why were they so passionate about their beliefs (did they have a personally story, involved with poor treatment, etc.) How did they go about with their actions (how did they organize events they were involved in)
· Oral presentation- Students will be graded on their ability to present their information, including length of speech, eye contact, body language, language (‘um’), evidence that it was rehearsed, are they passionate about their person (since they are pretending to be their person, they should be able to really get ‘into’ the debate)
V. Differentiation
· ESL- students may be given a copy of The Carpet Boy’s Gift in their home language. At the end of each page, the teacher can summarize (or have students) what happened on the page
· LD- Can be given name of very famous person so information is easier to find. Teacher can ‘prefind’ information on their person or find reading materials that is on their level and uses vocabulary they can understand. Speech can also be shortened if needed. Can be give extra time to complete research. Can also be given worksheet on exactly what type of information they should be able to find and/or key words that could help them research their person.
· Extension- Since we focused a lot of beliefs, do students have a belief or something they are passionate about that they would like to change? If so, students can create an Action Research project, where they can research the problem more in depth and think of ways they can help solve the problem and implement this(these) solution(s)
· Extension: have students make their own carpet/weave. The activity can last for a longer time where students have to stay seated to get a feel for what children had to go through (Note: it is not necessary to make children do this) and have the class discuss their feelings about it. It will also show students how long and tedious the work can be and why businesses would rather have children do the work (their fingers are nimble, which allows the threading to be quicker and can fix the machinery if something breaks or gets stuck)