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Students will discuss or write from a different and relevant perspective in order to gain a deeper understanding of it.

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Students will take information and develop a paper or discuss in a group how this new perspective has changed their understanding of the content.

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This is used to help students reflect on their prior knowledge of the content and how it may have changed.

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Students will reflect on both prior knowledge and new information to organize their thoughts toward a research question.

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What do you see?
What do you think about what you see?
What do you wonder about what you see?

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This routine allows students to look at stimuli and put what they are seeing into words. It also allows for questions to arise regarding the stimuli.

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US.13 Describe working conditions in industries during this era, including the use of labor by women and children. C, E, H

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US.13 Describe working conditions in industries during this era, including the use of labor by women and children. C, E, H

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US.13 Describe working conditions in industries during this era, including the use of labor by women and children. C, E, H

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ISTE*S.1.3.A - Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.

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ISTE*S.1.6.A - Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication

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A Day in the Life of a Child Factory Worker

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A Day in the Life of a Child Factory Worker

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Students will conduct independent research over child labor in the early 20th Century. They will then use that information in order to take on the persona of a child worker during the Industrial Revolution and create a fictional story on StoryJumper.

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Students will work in pairs and compare their Gliffy concept map from the previous lesson. They will use these to help guide them. They will jointly make a concept map that compare their prior knowledge to the new information they learned in the video.

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ISTE*S.1.3.B - Students evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.

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Harvard Project Zero. Thinking Routines Matrix. Retrieved March 29, 2023, from
https://pz.harvard.edu/sites/default/files/Thinking%20Routine%20Matrix_3.pdf

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Students will watch the video at the beginning of the unit over the Industrial Revolution. The students will then use Gliffy in order to create a concept map of the information they saw in the video that stood out, what they think of that content, and what questions have arisen after watching the video.

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Child Labor in the Industrial Revolution - Video Infographic

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Harvard Project Zero. Thinking Routines Matrix. Retrieved March 29, 2023, from
https://pz.harvard.edu/sites/default/files/Thinking%20Routine%20Matrix_3.pdf

History Crunch. (2022, August 24). Child Labor in the Industrial Revolution - Video Infographic. Retrieved March 29, 2023, from https://www.youtube.com/watch?v=nN-mmQuyU_8&ab_channel=HistoryCrunch

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Harvard Project Zero. Thinking Routines Matrix. Retrieved March 29, 2023, from
https://pz.harvard.edu/sites/default/files/Thinking%20Routine%20Matrix_3.pdf