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The content uses a color-coding system to mark teacher modeling, turn-and-talk moments, and vocabulary focus, pairing each color with specific words or representative quotations. Included entries span multiple days and page references, spotlighting themes such as children’s rights, exploitation, poverty, industrial work conditions, and public reform efforts, grounded in Lewis Hine’s documentary photographs and related historical statements.","| KIDS AT WORK LABEL INSERT DIRECTIONS FOR THE INSTRUCTOR’S BOOK |  |  |\n| --- | --- | --- |\n| Item | PAGE \\# | LOCATION |\n| Day 5 | 1 | Top of page |\n| Day 6 | 2 | Near,“Besides, the reformers said, children have certain rights.” |\n| Day 7 | 91 | Top of page |\n| Day 9 | 7 | Top of page |\n| Day 10 | 12 | Near,“Called The Gateway to the World…” |\n| Day 12 | 21 | Top of page |\n| Day 13 | 24 | Top of page |\n| Day 14 | 31 | Top of page |\n| Day 15 | 38 | Near,“Food canning was another industry that employed entire families   ” |\n| Day 17 | 47 | Top of page |\n| Day 18 | 59 | Top of page |\n| Day 19 | 63 | Near,“During the early 1900s…” |\n| I—\u003Cbr>degradation | 65 | Near,“As a result, ignorance and illiteracy were widespread among young farmhands.” |\n| Day 20 | 71 | Top of page |\n| Day 23 | 74 | Top of page |\n| I—\u003Cbr>monument | 86 | Near,“His photographs have become part ofour national memory.” |\n\n\n| KIDS AT WORK HIGHLIGHTING DIRECTIONS FOR THE INSTRUCTOR’S BOOK |  |  |\n| --- | --- | --- |\n| Pink = Teacher Modeling Yellow = Turn & Talk Orange = Vocabulary |  |  |\n| COLOR | PAGE \\# | WORD OR SENTENCE |\n| Orange | 1 | Crusader |\n| Pink | 1 | This spunky little boy was one of thousands of working children who were photographed by Lewis Hine in the years before the First World War. |\n| Yellow | 2 | Across the country, children who should have been in school or at play had to work for a living. |\n| Orange | 2 | reformers |\n| Pink | 2 | Above all, they have the right to be children and not breadwinners. |\n| Yellow | 2&5 | He felt so strongly about the use of children as industrial workers that he quit his teaching job to become an investigative photographer for the National Child Labor Committee (NCLC) . |\n| Yellow | 5 | In the past, child-labor investigators had been harassed, jailed, and run out of town. |\n| Pink | 5 | His pictures of sooty-faced boys in coal mines and small girls tending giant machines revealed a shocking reality that most Americans had never seen before. |\n| Pink | 7 | The family lived upstairs, in an apartment above the shop. |\n| Yellow | 7 | He worked thirteen hours a day, six days a week, lugging heavy furniture around, and bringing home four dollars a week in wages. |\n| Yellow | 8 | “I was neither physically nor temperamentally fitted for any of these jobs,” Hine said later. |\n| Yellow | 9 | During the summer of 1904, he returned to Oshkosh to marry Sara Ann Rich, a former classmate. |\n| Orange | 9 | impoverished |\n| Yellow | 12 | In 1904, the two men made their first trip to Ellis Island together. |\n\n\n| KIDS AT WORK HIGHLIGHTING DIRECTIONS FOR THE INSTRUCTOR’S BOOK (CONT.) |  |  |\n| --- | --- | --- |\n| Pink | 15 | The respect that he felt for his subjects, his direct and courteous manner when he approached them, allowed the immigrants to relax and be themselves when they faced his camera. |\n| Yellow | 16 | He climbed long flights of tenement stairs to gloomy one-and twobedroom apartments where whole families lived and worked. |\n| Orange | 19 | reform |\n| Orange | 19 | compassion |\n| Orange | 19 | exploitation |\n| Yellow | 19 | “I felt that I was merely changing my educational efforts from the classroom to the world.” |\n| Orange | 21 | exploitation |\n| Pink | 21 | “The object of employing children is not to train them, but to get high profits from their work.” |\n| Orange | 22 | monotony |\n| Orange | 22 | condemned |\n| Yellow | 22 | “We might even say of these children that they were condemned to work.” |\n| Yellow | 22 | Some states failed to enforce even the weakest child-labor laws. |\n| Yellow | 23 | It was tough enough to get honest child-labor laws passed and obeyed. |\n| Pink | 26 | Now he changed the roles he played, posing as a fire inspector, or an insurance salesman, or an industrial photographer who was after pictures of buildings and factory machinery. |\n| Orange | 26 | concealed |\n| Yellow | 26 | “Some of the smallest boys said they had been working at the mill for several years.” |\n| Yellow | 29 | “All alo","cbCaie1URDJSMwvR","https://ap.wps.com/l/cbCaie1URDJSMwvR","pdf",768685,12,"English","en",105,"# Highlighting Directions for the Instructor’s Book\n## Color Coding Legend\n## Highlighted Words and Quotations (by Day/Page)","[{\"question\":\"How are the highlights organized in the instructor’s book directions?\",\"answer\":\"Highlights are organized by color and linked to specific page numbers and either a word or a highlighted word/sentence, often grouped by day indicators.\"},{\"question\":\"What does each highlight color represent?\",\"answer\":\"Pink indicates teacher modeling, Yellow indicates turn-and-talk, and Orange indicates vocabulary focus.\"},{\"question\":\"What kinds of content are selected for highlighting?\",\"answer\":\"The highlighted items include key terms (such as reform, compassion, exploitation) and short quotations that emphasize children’s rights, exploitation, poverty, and reform related to working children.\"}]","Kids at Work - Highlighting Directions for the Instructor’s Book | 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