Congress and Child Labor

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Congress is made up of a group of people who work together to improve the quality of lives of citizens throughout the nation. Long ago Congress decided that it was important to pass labor laws to protect children. Students will answer the question why child labor was a problem? They will explore this question by investigating a series of photographs of children working in fish factories long ago. In addition, In this episode, students will engage in careful observation to identify objects and note details (See), generate and test hypotheses based on evidence they have collected (Think), and reflect on their learning by applying it to related questions (Wonder).

Material Type: Activity/Lab

Author: KidCitizen

Grade 5 Unit 3 History Mystery 3 DO STUDENTS HAVE THE RIGHT TO PRIVACY IN SCHOOL?

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In this mystery, students will learn about what due process rights young people have in and out of school. They will start by learning some background information and then specifically learn about the Reasonable Suspicion Standard for conducting student searches in schools. Students will then have two activities to practice applying the standard. The lesson will culminate with students analyzing real court cases and using their knowledge to apply the Reasonable Suspicion Standard. This lesson is part of a Unit that includes the following lessons: Grade 5 Unit 3 History Mystery 1: WHAT IS "DUE PROCESS" AND WHY DOES IT MATTER? Grade 5 Unit 3 History Mystery 2: HOW AND WHY DO PEOPLE FIGHT FOR DUE PROCESS RIGHTS? Grade 5 Unit 3 History Mystery 3: DO STUDENTS HAVE THE RIGHT TO PRIVACY IN SCHOOL?

Material Type: Activity/Lab

Author: History's Mysteries

Grade 5 Unit 3 History Mystery 2 HOW AND WHY DO PEOPLE FIGHT FOR DUE PROCESS RIGHTS?

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In this mystery, students will learn about three due process champions through the History Mystery questions “Why and how do people fight for due process rights?” The mystery begins by helping students understand what it means to fight for rights and how a person might petition for their rights. Then the mystery takes students through three due process champion stories of John Peter Zenger, Fred Korematsu, and Clarence Gideon. Each story starts with an introduction reading and video. Then students work in groups to investigate a primary source or sources related to each story with the guidance of an investigation packet. Each story helps students answer the history mystery question. This lesson is part of a Unit that includes the following lessons: Grade 5 Unit 3 History Mystery 1: WHAT IS "DUE PROCESS" AND WHY DOES IT MATTER? Grade 5 Unit 3 History Mystery 2: HOW AND WHY DO PEOPLE FIGHT FOR DUE PROCESS RIGHTS? Grade 5 Unit 3 History Mystery 3: DO STUDENTS HAVE THE RIGHT TO PRIVACY IN SCHOOL?

Material Type: Activity/Lab

Author: History's Mysteries

Grade 5 Unit 3 History Mystery 1 WHAT IS "DUE PROCESS" AND WHY DOES IT MATTER?

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In this mystery, students will learn the meaning of “due process”, where due process rights are in the Constitution, and the history of where American due process rights came from. Students will begin by figuring out the meaning of the term. They will then examine the Bill of Rights and create Due Process Amendment Cards that they will use for this and additional mysteries in this unit. Students will sort the due process rights in the 4th-8th Amendments into the categories before, during and after trial. The will end the mystery by learning about the history of due process including the Magna Carta and due process rights in colonial America. This lesson is part of a Unit that includes the following lessons: Grade 5 Unit 3 History Mystery 1: WHAT IS "DUE PROCESS" AND WHY DOES IT MATTER? Grade 5 Unit 3 History Mystery 2: HOW AND WHY DO PEOPLE FIGHT FOR DUE PROCESS RIGHTS? Grade 5 Unit 3 History Mystery 3: DO STUDENTS HAVE THE RIGHT TO PRIVACY IN SCHOOL?

Material Type: Activity/Lab

Author: History's Mysteries

Grade 5 History Mystery 3: WHAT CAN I SAY IN SCHOOL?

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: In this lesson, students will learn about how “freedom of speech” is applied in schools. Students will begin by brainstorming the meaning of “free speech” from prior lessons and then brainstorming about how they think speech might be limited in schools. Then students will learn about speech rights in school by completing a reading and watching a short video. For the activity, students will look at school-based scenarios and decide whether or not they think a school could limit student speech.’ This lesson is part of a Unit that includes the following lessons: Grade 5 History Mystery 1: WHAT IS "FREE SPEECH" AND WHY DOES IT MATTER? Grade 5 History Mystery 2: DOES "FREE SPEECH" MEAN I CAN SAY WHATEVER I WANT? Grade 5 History Mystery 3:WHAT CAN I SAY IN SCHOOL?

Material Type: Activity/Lab

Author: History's Mysteries

Grade 5 History Mystery 2 DOES "FREE SPEECH" MEAN I CAN SAY WHATEVER I WANT?

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In this lesson, students will learn about how the freedom of speech is limited. Students will predict, read about and apply their knowledge of three restrictions on the freedom of speech. This lesson is part of a Unit that includes the following lessons: Grade 5 History Mystery 1: WHAT IS "FREE SPEECH" AND WHY DOES IT MATTER? Grade 5 History Mystery 2: DOES "FREE SPEECH" MEAN I CAN SAY WHATEVER I WANT? Grade 5 History Mystery 3:WHAT CAN I SAY IN SCHOOL?

Material Type: Activity/Lab

Author: History's Mysteries

Grade 5 History Mystery 1 WHAT IS "FREE SPEECH" AND WHY DOES IT MATTER?

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The lesson begins with a brief introduction to the mystery and then a quick context video to help students understand how and why we have a Bill of Rights. In this lesson, students will explore the importance of free speech in American society by analyzing the words of the 1st Amendment; learning new vocabulary; reading an overview of the history of the 1st amendment; and looking at 4 key reasons why free speech is important in America. For the student activity, students will explore how each of the 4 key reasons for speech relates to their own lives and ideas. This lesson is part of a Unit that includes the following lessons: Grade 5 History Mystery 1: WHAT IS "FREE SPEECH" AND WHY DOES IT MATTER? Grade 5 History Mystery 2: DOES "FREE SPEECH" MEAN I CAN SAY WHATEVER I WANT? Grade 5 History Mystery 3:WHAT CAN I SAY IN SCHOOL?

Material Type: Activity/Lab

Author: History's Mysteries

Grade 3 Unit 2 History Mystery 4 WHAT STRATEGIES TO NATIVE NATIONS USE TO PROTECT THEIR SOVEREIGNTY DURING THE AMERICAN REVOLUTION (2)?

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In this mystery, students will look at primary and secondary sources from the four Native nations we have been studying: Haudenosaunee/Iroquois, Cherokee, Chickasaw, and Western Abenaki. They will match their five different strategy cards with the primary and secondary sources. After reading each source, students will determine which strategy that nation used to protect their land and sovereignty during the American Revolution. After each source, students will read a brief summary that will give more information about the strategies used. Student handouts will allow students to mark up the primary and secondary sources, pick a strategy and then explain their reasoning. This lesson is part of a Unit that includes the following lessons: Grade 3 Unit 2 History Mystery 1: WHAT IS NATIVE SOVEREIGNTY AND WHY IS IT IMPORTANT? Grade 3 Unit 2 History Mystery 2: WHAT CAN DIFFERENT MAPS TELL US ABOUT NATIVE SOVEREIGNTY AND NATIVE LAND? Grade 3 Unit 2 History Mystery 3: WHAT STRATEGIES TO NATIVE NATIONS USE TO PROTECT THEIR SOVEREIGNTY DURING THE AMERICAN REVOLUTION (1)? Grade 3 Unit 2 History Mystery 4: WHAT STRATEGIES TO NATIVE NATIONS USE TO PROTECT THEIR SOVEREIGNTY DURING THE AMERICAN REVOLUTION (2)?

Material Type: Activity/Lab

Author: History's Mysteries

Native Sovereignty and the Revolution: Mystery 3: WHAT STRATEGIES TO NATIVE NATIONS USE TO PROTECT THEIR SOVEREIGNTY DURING THE AMERICAN REVOLUTION (1)?

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In this lesson, students will be introduced to five different strategies that Native nations used to protect their land and sovereignty during the American Revolution. Students will be reminded about the key ideas of the American Revolution and learn a little bit about how the Americans talked about Native people in the Declaration of Independence. They will also learn that both the British and the Americans tried to court Native nations to join their side during the war. Students will then be introduced to five different strategies used by different Native nations. This lesson is part of a unit that includes the following lessons: Grade 3 Unit 2 History Mystery 1: WHAT IS NATIVE SOVEREIGNTY AND WHY IS IT IMPORTANT? Grade 3 Unit 2 History Mystery 2: WHAT CAN DIFFERENT MAPS TELL US ABOUT NATIVE SOVEREIGNTY AND NATIVE LAND? Grade 3 Unit 2 History Mystery 3: WHAT STRATEGIES TO NATIVE NATIONS USE TO PROTECT THEIR SOVEREIGNTY DURING THE AMERICAN REVOLUTION (1)? Grade 3 Unit 2 History Mystery 4: WHAT STRATEGIES TO NATIVE NATIONS USE TO PROTECT THEIR SOVEREIGNTY DURING THE AMERICAN REVOLUTION (2)?

Material Type: Activity/Lab

Author: History's Mysteries

Grade 3 Unit 2 History Mystery 1 WHAT IS NATIVE SOVEREIGNTY AND WHY IS IT IMPORTANT?

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In this lesson, students will learn about some elements of Native sovereignty. They will learn what a Native nation is and why sovereignty is so important to a nation. The lesson focuses on why nations need land, why history is important, and how shared culture is also part of sovereignty. The lesson focuses on Native nations today because it is important to talk about Native nations today to break stereotypes that Native people only existed in the past. This lesson is part of a Unit that includes the following lessons: Grade 3 Unit 2 History Mystery 1: WHAT IS NATIVE SOVEREIGNTY AND WHY IS IT IMPORTANT? Grade 3 Unit 2 History Mystery 2: WHAT CAN DIFFERENT MAPS TELL US ABOUT NATIVE SOVEREIGNTY AND NATIVE LAND? Grade 3 Unit 2 History Mystery 3: WHAT STRATEGIES TO NATIVE NATIONS USE TO PROTECT THEIR SOVEREIGNTY DURING THE AMERICAN REVOLUTION (1)? Grade 3 Unit 2 History Mystery 4: WHAT STRATEGIES TO NATIVE NATIONS USE TO PROTECT THEIR SOVEREIGNTY DURING THE AMERICAN REVOLUTION (2)?

Material Type: Activity/Lab

Author: History's Mysteries

Grade 3 Unit 2 History Mystery 2 : What Can Different Maps Tell Us About Native Sovereigmty and Native Land?

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In this lesson, students will look at 3 maps to learn about where the ancestral tribal lands of four Native nations are located. The four nations are the Iroquois Confederacy (made of 5 nations), the Cherokee Nation, the Chickasaw Nation, and the Western Abenaki nation. Students will label all four groups on three different maps and as they look at each map they will consider how the land is represented on the map and how that might impact how people understand Native land and Native sovereignty. This lesson is part of a Unit that includes the following lessons: Grade 3 Unit 2 History Mystery 1: WHAT IS NATIVE SOVEREIGNTY AND WHY IS IT IMPORTANT? Grade 3 Unit 2 History Mystery 2: WHAT CAN DIFFERENT MAPS TELL US ABOUT NATIVE SOVEREIGNTY AND NATIVE LAND? Grade 3 Unit 2 History Mystery 3: WHAT STRATEGIES TO NATIVE NATIONS USE TO PROTECT THEIR SOVEREIGNTY DURING THE AMERICAN REVOLUTION (1)? Grade 3 Unit 2 History Mystery 4: WHAT STRATEGIES TO NATIVE NATIONS USE TO PROTECT THEIR SOVEREIGNTY DURING THE AMERICAN REVOLUTION (2)?

Material Type: Activity/Lab

Author: History's Mysteries

Grade 1: Unit 2 History Mystery 3 Do Good Leaders Always Do Good Things?

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This lesson is the third and final part of the History's Mysteries unit, "What Makes a Good Leader?" In this lesson, students explore that leaders often make complex decisions and don’t always display positive leadership traits. While learning about George Washington’s use of slave labor throughout his life, students realize that even leaders are rarely perfect and can make poor decisions. This difficult topic is displayed in through the use of images and pictures and discussed in vocabulary appropriate for young learners. This lesson is part of a unit containing the following lessons: Grade 1: Unit 2 History Mystery 1: WHAT MAKES SOMEONE A GOOD LEADER? Grade 1: Unit 2 History Mystery 2: WHAT MADE PEOPLE THINK GEORGE WASHINGTON WOULD BE A GOOD LEADER?

Material Type: Activity/Lab

Author: History's Mysteries

Grade 1, Unit 2 History Mystery 2: WHAT MADE PEOPLE THINK GEORGE WASHINGTON WOULD BE A GOOD LEADER?

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This lesson is the second part of the History's Mysteries unit, "What Makes a Good Leader?" In this lesson, students will study different situations that forced George Washington to learn leadership skills. By using George Washington as an example, students will learn that an important leadership skill is to ask for help. Using George Washington as an example, students will think of other leaders who displayed different types of leadership skills. This lesson is part of a unit containing the following lessons: Grade 1: Unit 2 History Mystery 1: WHAT MAKES SOMEONE A GOOD LEADER? Grade 1: Unit 2 History Mystery 3: DO GOOD LEADERS ALWAYS DO GOOD THINGS?

Material Type: Activity/Lab

Author: History's Mysteries

History's Mysteries: Grade 1, Unit 2, Mystery #1-What Makes Someone a Good Leader?

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This lesson is the first part of the History's Mysteries Unit, "What Makes a Good Leader?" In this introductory lesson, students what qualities a good leader possesses. They also explore how different leaders in different situations such as a classroom, neighborhood, or local government are likely to have different skill sets. Other lessons in this unit include: -History's Mysteries: Grade 1, Unit 2, Mystery #2-Why Did People Think George Washington was a Good Leader? History's Mysteries: Grade 1 Unit 2, Mystery #3-Do Good Leaders Always Do Good Things?

Material Type: Activity/Lab

Author: History's Mysteries

History's Mysteries Grade 1, Unit #1-How do Communities Make Good Decisions?

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This series of lessons introduces students to the expectations of members of different groups. In the first lesson, students explore what it means to be members of their closest groups like the family, classroom, and a team. Towards, the end of the lesson students move on to discussions about more abstract groups such as a neighborhood or a town. In the second lesson, students learn the difference between the rights and responsibilities of US citizens outlined in the US Constitution. Finally, the accumulating activity asks classrooms to stage a mock election where students are asked to choose a fun class activity. Students are asked to use their knowledge of rights and responsibilities to make a choice that serves the common good of the class.

Material Type: Activity/Lab

Author: History's Mysteries

Community Helpers

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The importance of community helpers is a building block of civics understanding. In this episode, children investigate who community helpers are, and how they have changed over time through exploration of a rich photograph (from the Library of Congress) of a man delivering ice to a schoolhouse in 1899. Children explore the photograph by revealing it in sections, observing the details they find (See), and working with in-game character Ella to figure out what jobs the helpers are doing. Children collect elements of the photograph to their journal, and use what they have collected to help them decide what the jobs are (Think), and then to connect those jobs with community helpers today (Wonder)

Material Type: Activity/Lab

Author: Kidcitizen

Agent of Change — KidCitizen

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How did photographers help convince Congress to pass child labor laws? We will explore some of Lewis Hine’s photographs that exposed child working conditions and advocated for child labor laws to protect children. We will investigate the photographer who captured the photos to understand the sourcing of information as part of a historical inquiry. In this episode, students will engage in careful observation to identify objects and note details (See), generate and test hypotheses based on evidence they have collected (Think), and reflect on their learning by applying it to related questions (Wonder). A key focus is to consider source information and identify aspects of a primary source that reveal a photographer’s point of view or purpose.

Material Type: Activity/Lab

Author: Kid Citizen