Gilded Age Life of a Factory Worker Simulation

Gilded Age Life of a Factory Worker Simulation
Gilded Age Life of a Factory Worker Simulation
Gilded Age Life of a Factory Worker Simulation
Gilded Age Life of a Factory Worker Simulation
Gilded Age Life of a Factory Worker Simulation
Gilded Age Life of a Factory Worker Simulation
Gilded Age Life of a Factory Worker Simulation
Gilded Age Life of a Factory Worker Simulation
Format
PDF (778 KB|32 pages)
Standards
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Digital Download
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Digital Download
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Gilded Age simulation activity: Life of a Factory Worker

History can be difficult for students to understand and experience. Simulations help students put themselves in the past, learning about history in an authentically engaging way. Students love simulations because they don't know what the final outcome will be. It's an exciting learning experience!

Want to try a FREE simulation? You can download my free World War 2 Battle of Iwo Jima simulation to get a closer look!

This minimal prep simulation puts students in the role of a factory who faces a dangerous work environment, low pay, and difficult home conditions. Students will learn about the hardships factory workers during the Gilded Age endured. This resource is aligned to my Gilded Age Unit Bundle.

This simulation includes:

★ 32 colonist ID cards (16 men & 16 women)

★ 8 daily life cards

★ 8 home life cards

★ 8 factory life cards

★ 8 choice cards

★ 32 job cards (16 men & 16 women)

★ student instructions page

★ student simulation recording page

★ teacher instructions page

★ RAFT task

The cards have a colored background to differentiate between the different types. However, if you prefer to save color ink, I have included black line versions, and you can print onto colored paper OR you can lightly color the pages. The only item you need besides what is included in this resource is one die. That's it! Everything else you need is right here!

Students will select an ID card and a job card. Students will earn money as the simulation progresses, depending on their selected job. Students want to end the simulation with as much money as possible. As students progress through this simulation, there are different ways in which their fates are determined. Sometimes students simply draw a card and their fate is shown, sometimes students have to roll a die, and sometimes students can make a free choice. Each decision affects their fate. There are multiple outcomes based on the cards drawn, the choices students make, and what the student rolls. Students can go through this simulation multiple times and have a different outcome each time!

My students LOVE simulations! Not only are they engaging and fun, but students are also LEARNING more about the topic.

Looking for something more comprehensive? Check out my Gilded Age curriculum unit. THIS RESOURCE IS INCLUDED IN THIS CURRICULUM PACK.

If you are looking for a comprehensive curriculum, be sure to check out my Yearlong US History Curriculum.

++++++++++++++++SIMULATIONS Available++++++++++++++++

Colonial America: A New Life in Plymouth

American Revolution: No More Taxes!

Constitution & A New Nation: Lewis & Clark Expedition

Civil War: Tour of Duty

Gilded Age: Life of a Factory Worker

World War 1: Life in the Trenches

Roaring '20s & Great Depression: Life of a Farmer

World War 2: Code Talkers

World War 2: Battle of Iwo Jima FREE

© Brainy Apples

Heather LeBlanc, LLC

to see state-specific standards (only available in the US).
Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Provide a concluding statement or section that follows from or supports the argument presented.
Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns.
Total Pages
32 pages
Answer Key
N/A
Teaching Duration
2 days
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