By Susan Malone, August 26, 2009
- Middle School
- Language Arts
- Social Studies
Common Core State Standards
English Language Arts Standards Writing
Production and Distribution of Writing:
- CCSS.ELA-LITERACY.WHST.6-8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- CCSS.ELA-LITERACY.WHST.6-8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
- CCSS.ELA-LITERACY.WHST.6-8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.
Research to Build and Present Knowledge:
- CCSS.ELA-LITERACY.WHST.6-8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
- CCSS.ELA-LITERACY.WHST.6-8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
- CCSS.ELA-LITERACY.WHST.6-8.9 Draw evidence from informational texts to support analysis, reflection, and research.
English Language Arts Standards: Speaking and Listening
Comprehension and Collaboration:
- CCSS.ELA-LITERACY.SL.6-8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade level topics, texts, and issues, building on others' ideas and expressing their own clearly.
- CCSS.ELA-LITERACY.SL.6-8.1.A Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
- CCSS.ELA-LITERACY.SL.6-8.2 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.
- CCSS.ELA-LITERACY.SL.8.3 Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.
Presentation of Knowledge and Ideas:
- CCSS.ELA-LITERACY.SL.6-8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
- CCSS.ELA-LITERACY.SL.6-8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
- CCSS.ELA-LITERACY.SL.6-8.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 8 Language standards 1 and 3 here for specific expectations.)
English Language Arts Standards: History/Social Studies
Key Ideas and Details:
- CCSS.ELA-LITERACY.RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources.
- CCSS.ELA-LITERACY.RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
- CCSS.ELA-LITERACY.RH.6-8.3 Identify key steps in a text's description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).
Craft and Structure:
- CCSS.ELA-LITERACY.RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
- CCSS.ELA-LITERACY.RH.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively, causally).
- CCSS.ELA-LITERACY.RH.6-8.6 Identify aspects of a text that reveal an author's point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).
Integration of Knowledge and Ideas:
- CCSS.ELA-LITERACY.RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
- CCSS.ELA-LITERACY.RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text.
- CCSS.ELA-LITERACY.RH.6-8.9 Analyze the relationship between a primary and secondary source on the same topic.
- CCSS.ELA-LITERACY.RH.6-8.10 By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band independently and proficiently.
English Language Arts Standards: Reading Informational Text
Key Ideas and Details:
- CCSS.ELA-LITERACY.RI.6-8.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
- CCSS.ELA-LITERACY.RI.6-8.2 Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
- CCSS.ELA-LITERACY.RI.6-8.3 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
- CCSS.ELA-LITERACY.RI.6-8.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.
- CCSS.ELA-LITERACY.RI.6-8.6 Determine an author's point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.
Integration of Knowledge and Ideas:
- CCSS.ELA-LITERACY.RI.6-8.8 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.
- CCSS.ELA-LITERACY.RI.6-7.9 Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.
Range of Reading and Level of Text Complexity:
- CCSS.ELA-LITERACY.RI.6-8.10 By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
- gain a working knowledge of mid-nineteenth century industrialism and its consequences, both positive and negative
- demonstrate a competent use of research skills
- demonstrate an understanding of cause and effect relationships
- demonstrate effective use of design process skills
- apply problem-solving techniques relevant to the situation
- apply decision-making techniques relevant to the situation
- use reading skills and strategies to understand and interpret a variety of informational texts
- use viewing skills to understand and interpret visual media
- demonstrate an ability to present their findings and solutions concisely and effectively
- demonstrate their ability to work effectively as a team
- http://www.fordham.edu/halsall/mod/robinson-lowell.html - Exerpts from autobiography of Harriet Hanson Robinson, who worked as a female factory worker from age ten in textile mills of Lowell, Massachusetts
- http://www.loc.gov/exhibits/treasures/trm032.html - American Treasures of the Library of Congress: Child Labor with multiple links
- http://www.historyplace.com/unitedstates/childlabor/index.html - The History Place: Photographs by Lewis W. Hine
- http://www.millmuseum.org/wp-content/uploads/2011/08/TheStoryofMyCottonDress2.pdf - Scanned from The Child Labor Bulletin, August, 1914
- http://w2.pbubuilder.org/pbufiles/329/student/suffrage_20090611114054/suffrage/augot/pdfs/DocumentK.pdf - Labor conditions, Lowell Mills
- http://nhs.needham.k12.ma.us/cur/Baker_00/2002_p7/ak_p7/childlabor.html - Child labor in factories
- http://www.continuetolearn.uiowa.edu/laborctr/child_labor/about/what_is_child_labor.html - Child Labor Public Education Project: What is Child Labor?
- http://www.continuetolearn.uiowa.edu/laborctr/child_labor/about/causes.html - Child Labor Public Education Project: Causes of Child Labor
- http://www.continuetolearn.uiowa.edu/laborctr/child_labor/about/us_history.html - Child Labor Public Education Project: Child Labor in U.S. History
- http://americanhistory.si.edu/sweatshops/intro/intro.htm - Sweatshops today
- http://www.dol.gov/dol/topic/youthlabor/ - Youth labor laws in U.S.
- Good example of efforts to change current child labor practices
- copies of appendices
- construction paper
- other art supplies as available or needed
- revolution: a sudden, complete or marked change in something
- industrialization: to introduce industry into (an area) on a large scale
- Industrial Revolution: a rapid major change in an economy (as in America in the late 18th century) marked by the general introduction of power-driven machinery or by an important change in the prevailing types and methods of use of such machines
- factory: a building or set of buildings with facilities for manufacturing
- slums: a densely populated usually urban area marked by crowding, dirty run-down housing, poverty, and social disorganization
- tenements: : apartment building, especially one meeting minimum standards of sanitation, safety, and comfort and usually located in a city
- oppressive: unreasonably burdensome or severe
- child labor: the employment of children below an age determined by law or custom
- subsistence: the minimum (as of food and shelter) necessary to support life
- Did students remain on task?
- Did students work together well as a team?
- Did students follow instructions in a timely manner?
- Did the students demonstrate an understanding of the design process?
- Did their presentation demonstrate/document a logical flow of thought?
- Was the team able to "sell" their solution to the factory owner (teacher)?