Curriculum / ELA / 7th Grade / Unit 2: Advocating for Change: Uprising & Flesh and Blood So Cheap / Lesson 8
ELA
Unit 2
7th Grade
Lesson 8 of 33
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Explain how specific individuals and ideas shaped the "Uprising of Twenty Thousand."
Book: Flesh and Blood So Cheap: The Triangle Fire and Its Legacy by Albert Marrin pp. 84 – 97
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Prior to the start of class, print out the quotes in the Hamlet Quote Card resource and glue/tape them to a notecard in order to be prepared for the opening activity. If possible, move the student desks/tables to the side of the room so that there is room for students to walk around. Alternatively, take students to a space outside the classroom where they will have more room to engage in the activity.
On page 84, a character compares the experience of working in the factory to that of enslaved people. They say, "Garment workers identified with the old-time slaves, calling themselves 'wage slaves.'" (p. 84) Remind students of the previous conversation in Lesson 3 about the false equivalency of slave labor and factory work.
Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
Why did feminist activists take a particular interest in the strike? What was the impact of their involvement? Provide 2 pieces of specific evidence from the text to support your answer.
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Questions about the text that will help guide the students understanding
What impact did Clara Lemlich's words have on the audience at Cooper Union? Provide specific evidence from pages 85–86 to support your answer.
Why was public opinion so important to the success of the strike? How did wealthy women help to shape the way that the strike was perceived? Provide specific evidence to support your answer.
Many strikers were arrested and sent to the workhouse. What was the intended impact of their imprisonment, and what was the actual impact of this? Provide specific evidence from the text to support your answer.
Assess student understanding and monitor progress toward this lesson's objective with an Exit Ticket.
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
resolve
n.
(p. 93)
strong determination to do something
Reading and/or task to be completed at home in preparation for the next lesson.
To ensure that students are prepared for the next lesson, have students complete the following reading for homework. Use guidance from the next lesson to identify any additional language or background support students may need while independently engaging with the text.
Book: Uprising by Margaret Peterson Haddix pp. 91 – 121
While reading, answer the following questions.
What is work in the Triangle Factory like for Bella, now that many of the girls are on strike?
How do the picketers treat Bella?
How is Yetta treated by the police while she is picketing?
Who do Yetta and Rahel hear speaking at Cooper Union? How do they respond to the woman's speech?
What does Eleanor invite Jane to do with her? Why?
Who does Jane meet outside the Triangle Factory?
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RI.7.1 — Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.7.3 — Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
Standards that are practiced daily but are not priority standards of the unit
L.7.6 — Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
RI.7.2 — Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
RI.7.4 — Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.
RI.7.10 — By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
SL.7.1 — Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly.
SL.7.6 — Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
W.7.1 — Write arguments to support claims with clear reasons and relevant evidence.
W.7.1.a — Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.
W.7.1.b — Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
W.7.4 — Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.7.9 — Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.7.9.b — Apply grade 7 Reading standards to literary nonfiction (e.g. "Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims").
W.7.10 — Write routinely over extended time frames (time for research, 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.
Next
Analyze how the author develops and contrasts historically accurate perspectives in Uprising.
Explain the impact of the Triangle fire by studying a fictional and nonfiction account of the event.
Standards
RI.7.3RL.7.3RL.7.9
Explain how the growing population in New York City necessitated innovation and change in lifestyle at the turn of the 20th century.
RL.7.3
Using evidence from the text, compare the experience of working in sweatshops to the experience of working in shirtwaist factories.
RI.7.1RI.7.3
Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.
RL.7.9
Explain how Uprising is structured to reveal the unique perspectives of each of the text's protagonists.
RL.7.6
Explain how characters' lives in Uprising are shaped by historically accurate portrayal of sexism and gender roles in the early 1900s.
Identify ways that author Margaret Peterson Haddix has drawn on historical facts to develop the plot of Uprising.
RI.7.1RL.7.9
RL.7.3RL.7.9
Analyze evidence from the text to draw conclusions about how each character's views are developing.
RL.7.1RL.7.6
Explain how setting and specific interactions impact characters’ perspectives in Uprising.
RL.7.6RL.7.9
Explain how Haddix develops characters' conflicting perspectives through conversations that change the way characters understand the world.
Identify different characters' perspectives in Uprising and explain how the author develops and contrasts them.
Engage in a Socratic Seminar with peers, demonstrating a deep understanding of the text and topic by posing and responding to questions, and providing evidence to support ideas.
SL.7.1SL.7.1.aSL.7.1.cSL.7.4
Incorporate specific evidence from the text to explain the factors that influenced the outcome of the Triangle Shirtwaist Factory fire and the impact of the fire on bystanders.
Explain how Haddix uses historically accurate details and dramatic irony to convey the events of the fire.
Explain how Haddix uses specific words and phrases to develop meaning, mood, and tone in Uprising.
RL.7.4RL.7.6
Explain how the fire reveals and changes the way that characters in Uprising see the world.
RL.7.1RL.7.3RL.7.6
Explain the impact of the fire on New Yorkers.
Explain how Haddix develops and contrasts characters' perspectives at the conclusion of Uprising.
Determine the central message of Rose Schneiderman's speech and explain the impact of word choice on meaning and tone.
RI.7.2RI.7.4
Use evidence from the text to describe the impact of specific individuals, events, and ideas on the development of labor laws in the United States.
Explain the factors that led to—and continue to influence—conditions in the modern garment industry in the United States and around the world.
RI.7.3
Take a clear position on a question and share evidence to support that point of view in a Socratic dialogue.
SL.7.1SL.7.1.aSL.7.1.bSL.7.4
Unpack the expectations of a research-based writing task and begin to gather evidence in preparation for writing an op-ed.
W.7.5W.7.7W.7.9
Assess the credibility of research sources and continue gathering evidence in preparation for writing an op-ed.
W.7.5W.7.7W.7.8W.7.9
Draft a claim statement and create an outline for a multi-paragraph op-ed.
W.7.5W.7.7W.7.8
Draft two body paragraphs with strong evidence and analysis.
W.7.1W.7.1.aW.7.1.bW.7.1.cW.7.7W.7.8
Draft strong introduction and conclusion paragraphs.
W.7.1W.7.1.aW.7.1.bW.7.1.eW.7.7W.7.8
Create a works cited page and differentiate between compound, complex, and compound-complex sentences.
L.7.1L.7.1.aL.7.1.bW.7.8
Give and receive peer feedback and incorporate suggestions into the final draft of an op-ed.
W.7.2W.7.5
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