Can+I+Be+a+________+and+Still+Live+Here?

**Topic: Research Paper: Can I Be a _ and Still Live Here?**
//Students will be able to:// - analyze primary sources - evaluate primary sources - compare and contrast Waynesboro's economic state over several years - determine the relevancy of job choice and abode location - interview local residents and report learned information - analyze the income/education ratio for desired jobs - compare and contrast various states' economic status - list the pros and cons of living in a particular area based on job choice
 * Objective -**

[|Graduation Unemployment Line] Students will view the cartoon use the NARA cartoon worksheet. The topic focuses around the research paper and the local history of employment in the area. What happens once I graduate from high school, college, or grad school? Will I be able to get a job in this area? It will preface Activity 2 where we will study the employment rate history.
 * Activity 1 - Political Cartoon**

[|Census Information] Students will work through several aspects of the primary source in order to determine unemployment rates in Franklin County. An activity sheet will prompt the students through several aspects and allow students to make connections with the current economic situation based on particular jobs. Also, students will be able to navigate through the website and choose locations that they would prefer to live. "If I choose to move to __, what will I still be able to be a? "
 * Activity 2 - Unemployment Rate Statistics**

[|Interactive Map Source] Students will use this online interactive map where they can view current unemployment rates around the country, including individual states and counties. If students do not want to stay in Waynesboro, where would be some alternative options? Students will use a Venn diagram to compare and contrast various locations.
 * Activity 3**

[|Income Statistics] At this point, students will complete a [|personality job test] which will help them determine the particular job they would like to study. Then they will analyze that particular job, charting the amount of money earned based on years of education. Students will be able to analyze the income and determine the amount of education they would potentially work towards in order to support a particular life-style.
 * Activity 4 - Income Statistics Based on Particular Jobs**

[|City Data Information] Showing various stats from 2000+, students will make predictions about the local area based on population numbers and cost of living.Students will use an SEA worksheet to answer the following questions: Why has Waynesboro had a rise in population, yet a steady growth in unemployment rate? Would you expect the opposite to be true? What factors keep families in a community? What factors would make a family move?
 * Activity 5-**

[|Poster of Waynesboro] Students will look at a poster of Waynesboro's location within the state. Question for students to focus on: "Is my desired profession realistic in this particular location? Students will create a T Chart to list the pros and cons.
 * Activity 6**

[|YouTube Video] According to the Associated Press, the types of jobs that we are watching decline include more blue collar positions. It seems that white collar jobs have not been negatively affected by the rise in unemployment. Students will watch this video after they decide what types of jobs they would like and whether or not that position will have security based on the history of the job market in Franklin County.
 * Activity 7**

[|Where Have All the Jobs Gone?] Photos often hold a memory of what once was. Many families in Waynesboro have been affected by the exodus of major industry. Students will use the photo as a foundation set for local interviews. Students will work in groups to interview as many local residents as possible to determine how the loss of industry has affected their family. Students will show interviewee the symbolic photo of Frick water tower standing high above an area that has recently watched an industry exodus.
 * Activity 8**

Pulling Additional Sources Finding a portfolio of primary sources. Students will work in pairs to gather at least 5 primary sources that will further their study about the history of the job market in Waynesboro, PA. When //analyzing// the source, students will have access to SEA and NARA worksheets and will be able to use a preferred worksheet to analyze the material. To //evaluate// the source, students will use [|CARS checklist]
 * Activity 9:**

Students will create an online [|storyboard] of all 13+ primary sources to formulate a thesis statement: The central question is "Can I be a _ and still live in Waynesboro?" Students will post their thesis statements on the class blog page and comment on one other thesis statement posted by a classmate. This will conclude the history project and lead into applying the acquired information into a research paper.
 * Activity 10:**


 * Assessment:** Click Here to See Rubric


 * Sources:**