(Complete after playing Jewish Time Jump: New York)

(30 minutes–1 hour, depending on how much time you give students to work on their projects.)

1. There are two options (below) for closing activities. Educators may choose to assign one activity or allow students to decide which they would like to do. Educators may also choose whether to have students work individually or in groups.
2. Explain the activity to students and answer any questions they have.
3. Allow students at least 20 minutes to work on their piece.
4. Educators should decide whether to have students present their work to the class, to one another in small groups, in pairs, or not at all.
   1. Selling Your Agenda: Divide class into two groups or let students choose which group they would like to represent.
      1. Group #1 represents the union. Give this group the documents from this lesson that represent the unions’ perspectives along with the Selling Your Agenda: Unions handout. Students will design a poster, brochure, flyer, or website addressing the prompts.
      2. Group #2 represents the factory owners. Give this group the documents from this lesson that represent the factory owners’ perspectives along with the Selling Your Agenda: Factory Owners handout. Students will design a poster, brochure, flyer, or website addressing the prompts.
   2. Convincing Others: Divide class into two groups or let students choose which group they would like to represent.
      1. Group #1 represents a factory owners’ association. Give this group the documents from this lesson that represent the factory owners’ perspectives along with the Convincing Others: Factory Owners handout. Students will write and deliver a speech addressing four questions.
      2. Group #2 represents a union. Give this group the documents from this lesson that represent the workers/union members’ perspectives along with the Convincing Others: Unions handout. Students will write and deliver a speech addressing four questions.