Workplace Readiness Week was created by the state of California
to support young people currently working and those who will soon
be working.
AB 800 requires all California high schools to provide by
August 2024 a “Know Your
Rights” document and to provide students with a week of
information related to their rights as workers, the history of
labor’s efforts to create and codify those rights, and resources
available to protect and enforce their rights. Below is a
five-day unit with extension lessons to expand the cycle for up
to ten days of learning in accordance with AB 800. The five-day
curriculum is intended for use during Workplace Readiness Week,
scheduled for April 28 – May 2 in the 2024-2025 School
Year.
These lesson guides were created to support teachers in the
earliest implementation of AB 800. Please feel free to read or
skim to assess your comfort level with the content and then make
choices that feel best for your teaching and your classroom. We
have provided an enormous amount of scaffolding that you can use
or set aside. Please also note that there are extensions to the
lessons that will support deeper student learning through
simulations and role plays.
This curriculum was created by Nicolle Fefferman at the Young
Workers Education Project with support from the UCLA Labor
Center. Fred Glass and Linda Tubach authored and provided
curricular components while also championing this work.
California
State Standards addressed in this learning cycle
Grade 11 – U.S. History
11.2.6 – How did the Progressive Movement impact U.S.
industrialization? What were the political programs and
activities of the Progressives?
11.6.4 – What were the effects of New Deal economic policies? How
did the federal government’s expanded role impact society and the
economy?
11.6.5 – How has organized labor continued to address workers’
issues from the creation of the AFL-CIO to today?
Grade 12 – Principles of American
Democracy
12.2.2 – What are our economic rights as individuals living in
this country? How are these rights secured?
12.3.1 – How does our government ensure opportunities for people
to engage with each other for political, social, cultural,
religious, and economic purposes?
12.3.2 – How does a civil society make it possible for people to
influence their government beyond voting and elections?
Grade 12 – Principles of Economics
12.3 – What has been the federal government’s impact on the
American economy?
12.4.1 – How have American labor unions gained benefits for their
members? What has been the impact of unionization? What is the
minimum wage? What is unemployment insurance?
Day to Day Curricula
Day One Lesson Plan – Why do workers have rights?
Day 1 Presentation in Canva |
PDF of slide deck with presenters notes
Lesson
Overview: This first day begins the conversation about
why students are engaging in Workplace Readiness Week. It
introduces the idea of workplace rights, the purpose of these
rights, and the systems in place to enforce these
rights.
Lesson Materials: Day One Canva Deck, computer,
projector, chart paper or whiteboard space, writing paper, and
post its/paper for exit slips
Lesson Time: 45 – 50 minutes
Classroom Set-Up: Before starting the lesson,
students should be paired with someone else. They will be working
together throughout Day One.
Slides 1 and 2 - Welcome and introduction to
Workplace Readiness Week (1 minute)
Slides 3 and 4 - Student pairs identify the
rights of people living in the United States and our rights as
humans. Please ask students to turn their paper
landscape/horizontal to make space for a t-chart that will
eventually have three columns. Pairs work together and then share
ideas in a whole class conversation. (5-7 minutes)
Slide 5 - In a whole class conversation, discuss
this question. The goal here is to make certain that students are
thinking about how our rights are protected and enforced. There
are structures in place to do so- city and state governments, law
enforcement, the various court systems- and people have also
taken it upon themselves to develop, protect, and enforce their
own rights throughout history. (3-5 minutes)
Slide 6 - Pose the question on the slide and
have students draw a third column on their t-chart. This column
is entitled “workers’ rights”. Remind students to think about
their own experiences and the experiences of working adults in
their lives. Students work with their partners again to fill out
the column. When the partner conversation is done, hold a whole
class conversation asking students to share their thinking. Make
certain that you add in rights like the minimum wage, breaks, and
safety, if students have not mentioned them. Ask students what
are the connections and similarities between rights of people in
the U.S., our human rights, and our rights as workers. (5
minutes)
Slides 7 and 8 - These two slides help students
ground the idea of workers’ rights in more modern history using
visuals. U.S. History and Government/Economics students can be
asked what they remember about the Industrial Revolution, its
impact on the world, and its effects on the lives of workers. The
image on Slide 7 shows a group of West Virginia mine workers in
the early 1900s. Note that there are Black and white adults
working together with a child on their crew. The second slide
asks students to work with their partners to analyze two
photographs: one showing a child cleaning a factory floor and the
other is a child working in a Bangladeshi fast fashion garment
factory.
Student pairs should start with the
question: what is going on in these images? After
a minute for them to discuss, bring the class together for a
conversation around that initial question. If needed, students
can be prompted to delve further with these questions: What are
the similarities and differences between these photographs? What
is evidence of the setting—physical location and era in time?
(7-8 minutes)
Slides 9 and 10 - Click on the link on Slide 9
to take you to an NBC news story on child labor in a
slaughterhouse. Migrant children as young as 12 or 13 were hired
to clean the slaughterhouse floor during the night shift. The
Department of Labor stepped in to address the situation.
The questions on Slide 10 should be used to debrief the three
minute clip. Give student pairs one minute to talk on their own
before bringing everyone together for a whole class conversation.
(8 minutes)
Slides 11 and 12 - Allow student partners one
minute to examine and discuss the chart and questions on Slide
11. Then, bring the class back together for a conversation based
on those same questions. Make sure to point out the note at the
bottom created by the Washington Post—why did the newspaper
include this note? What are they acknowledging about child labor
in the U.S.? The second question on Slide 11 is intended to
provoke student thinking. Allow for student discussion on it
without settling on a “right” answer.
Slide 12should be projected and students asked how many of them
already have a job outside of school. Do not ask how many of them
have permits in front of the entire class. Take note of whose
hands are raised and check in with them privately. Let students
know that the next lesson will provide information on their
rights at work. (5 minutes)
Slides 13 and 14 - Write on a whiteboard or
giant sticky poster the question on Slide 13—Why should workers
know their rights? Give the class two minutes to discuss while
you chart their responses. Make sure that you wrap up the
conversation stating that the first step in protecting and
enforcing our rights is knowing what are our rights.
Slide 14 is an opportunity for a quick final check in for student
partners. They get one minute to talk about the lesson. To assess
student thinking, call on a few students to share or have
students write exit slips on post its for collection as they
leave class for the day. (3 minutes)
Day Two Lesson Plan – What are our rights as workers?
Day 2 Presentation in Canva |
PDF of slide deck with presenters notes
Lesson Overview: The second day of learning is
centered on students learning about their rights in the workplace
using the “Know Your Rights” document. Students work through the
document in individual and group activities to better understand
the content and the document’s usefulness as an ongoing resource.
Please make certain to view the Notes in the Canva Slide Deck.
Click on the icon in the bottom left corner next to the Duration
and Timer icons.
Lesson Materials: Day Two Canva Deck, “Know Your
Rights” document
in color, and “Know Your Rights” document
in black and white. The document can be added to your
school’s learning management system as a PDF or they can be
printed out. Note: the document is being beta-tested and the QR
codes don’t work, but they are not needed for these lessons in
Workplace Readiness Week.
Lesson Time: 45 – 50 minutes
Classroom Set-Up: Before starting the lesson,
students should be arranged in groups of four for the day’s
activities. In addition, small pieces of paper or post-its can be
attached to the four corners of the room to help direct students
to their page expert groups. The papers should be numbered 1, 2,
3, or 4, with enough sitting or standing room for students to
meet up at the appointed time in these corners or spaces.
Slides 1-2 - Welcome students back to Day Two of
Workplace Readiness Week. Let them know that today they will be
doing individual and group activities. (1 minute)
Slides 3-4 - Either hand out hard copies of the
“Know Your Rights” document or post the document on your school’s
learning management system. As students are receiving the
document either as a hard copy our pulling it up as a file on
their devices, go around the room and count off students as
numbers 1-4.These will be their home groups. Let students know
that they should write down the number they were assigned. Each
group will have one of each number and they correlate to the
pages of the “Know Your Rights” document. (5 minutes)
Slides 5-6 - Ask students to take out a pen, or
grab a notebook and pen, for this five minute reading. Students
can do a deep reading of their page and underline or take notes
as they go along. They are going to become the experts of their
page- learning about the topic and then sharing their learning
with their home groups. (5 minutes)
Slides 7-8 - On Slide 7, students will start
their micro-research related to their page topic. Ask students
what questions they have about their directions and circulate
around the room to check in with them as they work. Students can
write their findings directly on their document page or in a
notebook.
After doing their individual reading, thinking, and writing,
students now have the chance to meet up with other folks in the
room who became expert on the same page. Ask students to meet up
with the other students in the room who looked at the same page-
1,2, 3, or 4- for a conversation and check in before they share
their learning with home groups. Students can make certain they
understood the information and can add to their notes. Ask them
to review what they considered to be the most important
information and what their research helps them understand about
their page. (5 minutes)
Slides 9-10 - Slide 9 directs students to return
to their “home” groups where they should have one person who
became expert in each page. All students should listen with a pen
in hand to underline and add notes as the page experts present
the information. Groups should go in numerical order to follow
the logic of the document. (5 minutes)
Once students have shared, listened, and taken notes, do a quick
understanding check. Give students four minutes to talk as a
group to answer the four questions on Slide 10. They can either
write them down on a paper for quick collection or you can hold a
whole class conversation. Call on various groups to share their
responses to these questions after they have talked and/or
written down responses.. Some student answers might be:
- It is easier for employers to not give you what you are owed
in wages and benefits. Workers might get cheated out of pay and
it makes it hard to prove.
- Teenagers are not allowed to work in construction and can’t
use power tools. They can’t make or serve drinks.They can’t work
at jobs that deal with radiation.
- People under the age of 18 must be hired as an employee.
Independent contractors don’t have the same rights.
- You cannot be fired for refusing to work before your shift
starts or after your shift ends.
Slide 11 is there to remind everyone to put this
document someplace safe because it will be needed again on Days
Four and Five. (5- 7 minutes)
Slide 12 - This slide is an easy way to gauge
student comfort with today’s learning on a scale of 1-5. Ask them
to show fingers to help you understand their confidence in
understanding this day’s information. 1 finger indicates needing
more time to think about all of it while 5 is someone who feels
super confident in their understanding. There will be a range of
responses. Reassure students that by the end of the week, they
will all feel more confident in their understanding of their
rights as workers.
EXTENSIONS FOR DAY TWO LESSON
Additional lessons on workplace safety can be found here by the UC Berkeley Labor
Occupational Health Program Young Worker Project
Day Three Lesson Plan – How were workers’ rights established?
Day 3 Presentation in Canva |
PDF of slide deck with presenters notes
Lesson Overview: This lesson gives students
vocabulary and an historical overview of the struggle for these
rights.
Lesson Materials: Day Three Canva Deck,
Day Three Student Reading either as a link that can be
provided on your school’s learning management system for student
access or a handout that can be shared in class, computer,
projector, and speakers.
Lesson Time: 45 – 50 minutes
Classroom Set-Up: Before starting the lesson,
students should be placed in groups of four. They will be working
together throughout Day Three.
Slides 1-2 - Welcome students back to Day Three
with Slide 1. Slide 2 lists many of the rights students learned
about in yesterday’s lesson. Please make clear, once again, that
undocumented and documented students both have most of these
rights. Undocumented workers do not have access to unemployment.
(2 minutes)
Slides 3-4 - Students will analyze the image on
Slide 3. Ask students to take out their t-charts from Day One.
They should do 2 minutes of writing about this image. Once they
are done with their 2 minutes, pose the question on the slide to
the class for a whole class conversation. Start with volunteers
and then call on other students who only have to read their
written responses.
As the conversation winds down, ask students—What do you all
think of this idea? How does the idea expressed in this image
connect to the rights we discussed on our first day? They can
flip to their t-charts as a reminder of their previous thinking
and learning. (5 minutes)
Let them know that the concept came from Robert Owen—a Welsh man
who was part of the British textile industry in the 1800s and
eventually became a social activist. This idea took hold in the
U.S. within the growing working class created by
industrialization in the 19th century and continues to be
promoted today.
Slide 4 has a link to the Golden Lands, Working Hands
documentary. Ask students to watch the clip while thinking about
what it shows us about the struggle for these rights. Play the
Part 1 clip from the start until 5:30. Golden Lands, Working Hands – Part
1. (6 minutes)
Slides 5-6 - Once the clip is done, give
students 1 minute to talk about the Slide 5 question with a
person next to them. After students have talked a little with
their partners, bring the class together for a 4-minute
conversation based on these questions.
If students need additional support in thinking and talking about
this video, you can ask- What is one word you would use to
describe the struggle for workers’ rights? Why that word? (5
minutes)
If they are not already in groups of four, please put students in
groups of four for the rest of this lesson. They will be doing
some group reading and discussion.
Once everyone is in these groups, ask each student to be
responsible for learning about one of the terms on Slide 6. They
will be building a word bank together for the upcoming reading.
Each group member should pick a word to be responsible for and
then look up its definition. Students should paraphrase the
definition and then write an original sentence using the word
appropriately. This will function as a word bank for the upcoming
reading. Students can continue writing on the back of their
t-chart from Day One. (6 minutes)
Slides 7-8 - Slide 7 has instructions for the
group that can be left up while they work as reference. Students
can use their phones or in classroom dictionaries to look up
these terms. Give students 4 minutes to look up their term, put
the definition in their own words, use it in a sentence and then
share it with their table. Circulate around the room to assess
student understanding. Students should read their definitions and
sentences to everyone at their table. They should write down
their peer’s definitions. (8 minutes)
Definitions should be something like:
Union - workers who organize to fight together
for fair wages and working conditions
Compensation - the wages and benefits workers
earn at their job
Strike - when a group of people stop working in
protest against unfair wages and working conditions or some sort
of workplace injustice
Collective - when people act together as a group
The Slide 8 notes
has this link to a reading that can be placed as a file on
your school’s learning management system or can be printed as a
two page handout. Students will be using the reading protocol
called “The Last Word”. Review the protocol with students on
Slide 8. This reading activity helps students dig into the text
and then engage in dialogue with their peer’s about the
text.
As students do the reading, circulate around the room to check
they are underlining three sentences. Once they start engaging in
the dialogue part of this protocol, sit with a student group or
two to participate as well. Comment on student choices and share
one of your own underlined sentences.
You may need to put up some sentence stems on a whiteboard or
chart paper to help students respond to their peers’ choices in
their Last Word dialogue:
“I find that sentence interesting too because….”
“This sentence reminds me of….”
“This sentence makes me wonder….”
(20 minutes)
Slide 9-10 - Both slides have historical images
connected to the reading students just completed. For Slide 9,
let students know that this was one of the collective actions
that moved the U.S. Congress and President Roosevelt to create
new laws like the National Labor Relations Act to support
workers’ rights. Give them time to read the caption and view the
image.
For Slide 10, tell students that the fight
continued so that laws protected all workers- including the
people who grow and harvest our food here in California. This
struggle continues to this day. Workers were able to move the
government through their collective actions. (3 minutes)
Slide 11 - If there is time for a quick debrief,
give students 30 seconds to cook up a sentence to share with the
class. Whip around the room asking each group to share their
thinking.
EXTENSIONS FOR DAY THREE LESSON
Link for full CFT reading on “A
Very Brief Outline of American Labor History for Beginners”
1934 West Coast Longshore General Strike role play – The
longer version can be found starting on page 33 of the Workplace
Issues and Collective Bargaining in the Classroom curriculum
1934 West Coast Longshore General Strike role play – This
abbreviated version can be used for a shorter classroom
experience. Please use the Teacher’s Instructions, Student
Handout 13-B, and character texts on Student Handouts 13-C, 13-D,
13-E, 13-F, and 13-G, from the
longer version starting on page 33.
Day Four Lesson Plan – What happens when workers’ rights are
violated?
Day 4 Presentation in Canva |
PDF of slide deck with presenters notes
Lesson Overview: This day asks students to
interact with their “Know Your Rights” document as a resource for
a game. It provides students the opportunity to deepen their
understanding of particular rights they have as workers.
Lesson Materials: Day Four Canva Slide Deck,
“Know
Your Rights” document, link to the
Protected Concerted Activity clip for Slide 16
Lesson Time: 45 – 50 minutes
Classroom Set-Up: Before starting the lesson,
students should be assigned a partner. They will be working
together as a team for a game and for conversation.
Slide 1-3 - Welcome students to Day Three of
Workplace Readiness Week. With Slide 2, ask students to take out
their t-charts again and then pose this question. Let them talk
with a partner next to them for 1 minute before showing them the
next slide.
When moving to Slide 3, ask students—what is going on in these
images? Allow students to speak with their partners for 1 minute
and then bring the class together for a 4 minute
conversation.
Questions to prompt further student thinking and conversation:
- Which rights are being addressed in these images?
- Which are human rights?
- The rights we have as people in the U.S.?
- What strategies are people using to protect and enforce their
rights?
(6 minutes)
Make sure to point out to students that the Disability Rights
activists in the lower left hand corner are sitting in front of
the nation’s Capitol in 1980 to support the American with
Disabilities Act. Above that image is a black and white
photograph of the 1963 March on Washington. The color photograph
in the upper right hand corner is a protest run in 2016 on the
Standing Rock Sioux Reservation as people sought to preserve
their clean water. The newspaper headline in the lower right
corner is about the 19th Amendment’s ratification.
Slides 4-5 - Remind students that at the start
of today’s class, you all discussed the different strategies
people use to protect and enforce their rights as people in the
U.S. Ask students the question on this slide. Give them some time
to discuss with their partners and then hold a 2-3 minute class
discussion to generate some ideas…. (4 minutes)
Using Slide 5, explain to students that these are the immediate
steps to take when students experience their rights being
violated at work. Let them know that you are a trusted adult and
can be supportive. Remind them to keep the AB 800 document handy,
either in their notebook or as a picture on their phone.
Slides 6-7 - Give students a little time to find
their documents and if needed, replace them with additional
copies.
For Slide 7, give students two minutes to familiarize themselves
with the document again and get settled with a partner. Hand out
two index cards or ask students to tear a piece of paper in half.
They should write LEGAL on one card/piece of paper and ILLEGAL on
the other. Another option is to have students use American Sign
Language using the ASL sign for the letters “L” and “I”. (2
minutes)
Slide 8-9 - Legal or Not?
Explain to students that you are going to read some scenarios and
their goal is to figure out if the employer is breaking a law.
When they have figured it out, they should put their LEGAL or
ILLEGAL cards in the air/make the ASL signs for “L” or “I”.
Depending on your students, you could give them 20 seconds to one
minute to work through each scenario with their partners to make
a choice. The entire game activity should take about 5
minutes.
Slide 9 is the first scenario and you can use this as a practice
round. Students can have extra time to work through this
one.
Slide 9’s answer is: This is ILLEGAL! This is wage theft. Your
employer cannot charge you for required uniforms, broken
equipment, or cash register shortages because of mistakes or
accidents.
Slide 10 - This is LEGAL. Unless the haircut is
part of a religious tradition, an employer can tell you how to
wear your hair at work.
Slide 11 - This is LEGAL! Your employer must pay
you at least the minimum wage set by your city and the state of
California. You do have the legal right to discuss your wages and
working conditions with fellow employees. If you are a union
member, your union contract will have wage increases negotiated
and approved by employees.
Slide 12 - This is ILLEGAL! If you are 14 or 15,
you can only work 3 hours a day on a school night. If you are 16
or 17, you can only work 4 hours a day on a school night.
Slide 13 - This is LEGAL! But you could try
talking with your friends and other workers about having a
conversation with your employer about the issue.
Slide 14 - This is ILLEGAL! People under the age
of 18 may not use equipment like a meat slicer. If you are over
the age of 18, you must have the right amount of training to
handle potentially dangerous equipment. Five minutes is not
enough time to appropriately learn to safely handle this
machine.
Slide 15 - You could have students do this as a
lighting round for a tie breaker. Whichever group has the correct
answer first, wins all the points and maybe the entire game. The
correct answer is Cal/OSHA.
Whichever group had the most correct answers during the game
should get high fives in class and maybe their names written on
the class whiteboard as “The Champions”. We did promise them
eternal fame.
Slide 16 - Before students view this 45 second
clip, ask them: What are McDonald’s employees doing in this
video? Why are they engaged in this action?
For more information, see
this source.
Slide 17-18 - Let students know that Protected
Concerted Activity is a protected right for all workers and that
this type of protest is just one example of actions workers can
take together at their jobs.
Explain that workers have the right to come together in order to
address problems at their job. Protected Concerted Activity can
be all sorts of things including what is listed on Slide 18.
Review what is listed on Slide 18 and ask students which of these
activities feels like an especially impactful way of dealing with
a workplace concern.
Slide 19-20 – Read the slides to students. For
Slide 20, ask students, “What is going on in these images?” The
images used come from these sources:
pic 1 |
pic 2.
Slide 21-22 – On Slide 21, give students a few
minutes to check out the graph. Use the question on the slide to
lead a whole class conversation.
Read Slide 22 to students first. Explain that as a union, workers
negotiate with their bosses over wages and working conditions.
Ask students: What do Starbucks workers want in their
contract?
Slide 23-24 - Explain to students that most
contract bargaining is completed without workers needing to go on
strike. During the last five years, teachers have gone on strike
because negotiations broke down or because their employers
engaged in Unfair Labor Practices.
Using Slide 24, give students one minute to put away their paper,
grab a Post It or card, and write a little something with their
partner. These can be collected on the way out of class as an
Exit Ticket to assess student learning.
EXTENSIONS FOR DAY FOUR LESSON
Day Five Lesson Plan – How do we protect and enforce these
rights?
Day 5 Presentation in Canva |
PDF of slide deck with presenters notes
Lesson Overview: This final day asks students to
take action in sharing their learning with the wider community.
Student pairs will create a meme with a caption based on this
week’s reading, thinking, and conversations. These memes should
be collected for a digital gallery posted on the class page for
your school’s learning management system. Once the memes have
been reviewed for accuracy and clarity, please post them on your
school’s social media outreach to share this information with
students and community members who may not know their workplace
rights.
Lesson Materials: Day Five Canva Slide Deck
Lesson Time: 45 – 50 minutes
Classroom Set-Up: Before starting the lesson,
students should be assigned a partner. Students will be working
together to collaborate on designing a shareable meme.
Slides 1-2 - Welcome students to the last day of
Workplace Readiness Week! Ask them to take out their “Know Your
Rights” document and sit with a partner.
Slides 3-4 - On Slide 3, ask the question to the
class and give them 30 seconds to 1 minute to examine the map.
Hold a 2 minute whole class conversation based on their thinking.
This information can be found in
this report from UCLA’s Labor Center.
For Slide 4, ask students to review this slide and have a
conversation with a partner about the information on this slide.
What do these statistics help us understand about young workers
in our state?
Give students 3 minutes to read and discuss with their partner
before holding a 3 minute whole class conversation.
Slides 5-6 - Remind students that they have
learned about their workplace rights, the history of how these
rights were developed, the resources available to protect and
enforce these rights, and actions that they can take with their
co-workers to make certain that their workplace is respecting
these rights.
However, there are plenty of young people who have not
experienced Workplace Readiness Week and are going to work
everyday.
On Slide 6, remind students that on the first day of this week,
we showed students a news story about child labor being used by
U.S. companies. We know the law is being violated. We know that
more and more violations are being caught by the government. At
the same time, more and more young people are joining the
workforce.
Slides 7-8 - Review Slide 7 with students. Read
through Slide 8 with students. Let them know that the work
produced at the end of this lesson can serve as an assessment of
learning. They can be evaluated or graded on:
- -use of references and learning from this week
- clarity of message
- -post design
Slides 9-10 - Let students know that we are
going to provide some examples….
Ask students to pick the best meme on Slide 10. Discuss with
students what makes for a memorable or sharp or funny meme.
Slides 11-13 - Review these slides with
students. Make sure to point out the captions at the bottom that
provide the viewer with additional information and
hashtags.
Slides 14-15 - As students work, walk around the
room and check in with groups. Encourage them to take on various
rights from those listed on the KYR document. There should be
some diversity in their topics with limited repetition. These
posts are intended to be shared with the larger school wide
community.
Students can submit to your school’s Learning Management System
for sharing with the class. Once the posts have been shared and
reviewed, they should be shared with your school’s Student
Government class to post on their Instagram page. Another option
is posting these on the school’s landing page so that all
community members can view this work.
For now, you can project their submissions for the whole class to
view and enjoy.
Slides 16-17 - As students wrap up their work,
show Slide 18 to demonstrate to students that working people have
organized unions, fought to pass supportive laws, and taken
action for these rights we have discussed this week.
Using the final slide of the deck, thank students for a great
week of learning!
EXTENSIONS FOR DAY FIVE LESSON
Homestead Strike role play can be found on page 23.
You did it!!!
You and your students have just completed the first year of
Workplace Readiness Week. When we know our rights, we are able to
create safer and more fair workplaces for everyone.
Congratulations on supporting the rights of young people at their
jobs.
Please reach out to youngworkersedproject@gmail.com with any
questions or comments.
