Workers During the Industrial Revolution
Goals & Objectives
Students will be able to emphasize with workers from the Industrial Revolution.
Objective:
Students will:
Objective:
Students will:
- Analyze primary source documents
- Choose a worker during that time period to create a spoken word piece from the worker’s point of view
- Incorporate key terminology to make the interpretation authentic
California State Content Standards
11.2. 1 Know the effects of industrialization on living and working conditions, including the
portrayal of working conditions and food safety in Upton Sinclair’s The Jungle.
portrayal of working conditions and food safety in Upton Sinclair’s The Jungle.
Driving Historical Question
What were the living and working conditions of workers?
Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge) Time: 5 minutes
As students walk into the classroom they will get the handouts on a desk next to the door before sitting down. As students sit in their desks they will take out their warm up handouts. The first day of school the procedure of writing down the warm up, objectives and the agenda was established. Students copy down their question of the warm up “How has the food industry changed since the Industrial Revolution?” Students will write down what they know on the section for their response. Students will write about their background knowledge, this handout was created in order to prepare all students for class discussion and for them to be aware of what is expected for each day. I will have a timer set for five minutes to keep track of time.
3 minutes
After the timer sounds off I will wait five seconds so that students write down their final thoughts. I will then read the question of the day. I will ask for responses, if none are volunteered I would then use the Pick Me Application which randomly chooses a student in the class and keeps track of the student participation. Students will volunteer responses such as: it is faster, we feed more people, better food, and the food is fresher. The teacher will evaluate their responses to see how if students are aware of the changes of the food industry during that time period such as the emphasis on food being safe after publications of the deplorable quality of the food and the conditions workers were working under. This will influence the time the teacher takes to present students with the content and to see if students have any underlying misconceptions before presenting the content.
3 minutes
After the timer sounds off I will wait five seconds so that students write down their final thoughts. I will then read the question of the day. I will ask for responses, if none are volunteered I would then use the Pick Me Application which randomly chooses a student in the class and keeps track of the student participation. Students will volunteer responses such as: it is faster, we feed more people, better food, and the food is fresher. The teacher will evaluate their responses to see how if students are aware of the changes of the food industry during that time period such as the emphasis on food being safe after publications of the deplorable quality of the food and the conditions workers were working under. This will influence the time the teacher takes to present students with the content and to see if students have any underlying misconceptions before presenting the content.
Vocabulary (Content Language Development) ‖ Time: 1 minute
Muckraker: A person who exposed the negative side, the problems of the Industrial Revolution
Content Delivery (Method of Instruction) ‖ Time:23 minutes
4 minutes
The teacher tells the students that they will be listening to the teacher read passages from Upton Sinclair’s, The Jungle. The following is a brief summary of what the teacher will say. The book became very popular when it was published, the book was based on the personal experiences of Sinclair working at a factory and the stories he learned from others who worked in the food industry. The goal of this book was to gain sympathy for the workers and expose the conditions that workers endured. The author was considered a muckraker, which is a person who exposed the negative side or the problems that the Industrial Revolution created in society. When this book was published the president at the time read it and became concerned about the quality of food. The teacher tell students to take out their copy of the text that they got as they walked into class.
5 minutes:
Teacher tells students to follow along with the reading and to think about the historical question which is “what were the living and working conditions of the workers?”. The teacher will tell students to underline anything that they found shocking, interesting or different to later discuss it as a class.
The teacher will read the pages 116-117 starting with page 116 in the second paragraph which describes the physical harm from working inside the packing house and the carelessness of the owners about the workers, as well as the quality of the food.
5 minutes:
The teacher will then show students on an elmo how I show my talking to the text. I will ask them to copy the markings I created. I will encourage students to ask questions about the way I talk to the text. I will also use a handout that will guide my analysis of the text similar to the one students will uses during their analysis of the photograph. The
https://books.google.com/books?id=b7QpAAAAYAAJ&printsec=frontcover&dq=the+jungle&hl=en&sa=X&ved=0CCwQ6AEwA2oVChMI2dGiipffyAIVFOtjCh0kigpH#v=onepage&q=the%20jungle&f=false
3 minutes: The teacher will volunteer students by using the Pick Me application to make sure that they have multiple students discuss their thoughts. The teacher will ask students to explain what they underlined and why they underlined the phrase or sentence. The teacher expects them to underline the part where Sinclair describes what happens when workers fell into the machines. This text is meant to startle readers and to see the Industrial Revolution in a new light.
3 minutes: The teacher will go over analyzing the photograph by thinking aloud. The teacher will talk about the contents of the photograph such as the description. The teacher will have students answer the questions from the teacher’s handout on the photograph. The students will already have the
http://trianglefire.ilr.cornell.edu/primary/photosIllustrations/slideshow.html?image_id=820&sec_id=8#screen
3 minutes
The teacher tells students that we will be looking at multiple primary sources to analyze and evaluate what life was life during the Industrial revolution as a worker. The teacher tells students to get into groups of four in order in order to divide the primary sources. Since there are 32 students, there will be 8 groups created. The teacher will pass out the four primary source photographs and the handout that goes along with it to help students will analyze the photograph
http://trianglefire.ilr.cornell.edu/primary/photosIllustrations/slideshow.html?image_id=820&sec_id=8#screen
http://trianglefire.ilr.cornell.edu/primary/photosIllustrations/slideshow.html?image_id=820&sec_id=8#screen
http://www.loc.gov/pictures/collection/nclc/item/ncl2004000021/PP/
http://www.loc.gov/pictures/collection/nclc/item/ncl2004000031/PP/
The teacher tells the students that they will be listening to the teacher read passages from Upton Sinclair’s, The Jungle. The following is a brief summary of what the teacher will say. The book became very popular when it was published, the book was based on the personal experiences of Sinclair working at a factory and the stories he learned from others who worked in the food industry. The goal of this book was to gain sympathy for the workers and expose the conditions that workers endured. The author was considered a muckraker, which is a person who exposed the negative side or the problems that the Industrial Revolution created in society. When this book was published the president at the time read it and became concerned about the quality of food. The teacher tell students to take out their copy of the text that they got as they walked into class.
5 minutes:
Teacher tells students to follow along with the reading and to think about the historical question which is “what were the living and working conditions of the workers?”. The teacher will tell students to underline anything that they found shocking, interesting or different to later discuss it as a class.
The teacher will read the pages 116-117 starting with page 116 in the second paragraph which describes the physical harm from working inside the packing house and the carelessness of the owners about the workers, as well as the quality of the food.
5 minutes:
The teacher will then show students on an elmo how I show my talking to the text. I will ask them to copy the markings I created. I will encourage students to ask questions about the way I talk to the text. I will also use a handout that will guide my analysis of the text similar to the one students will uses during their analysis of the photograph. The
https://books.google.com/books?id=b7QpAAAAYAAJ&printsec=frontcover&dq=the+jungle&hl=en&sa=X&ved=0CCwQ6AEwA2oVChMI2dGiipffyAIVFOtjCh0kigpH#v=onepage&q=the%20jungle&f=false
3 minutes: The teacher will volunteer students by using the Pick Me application to make sure that they have multiple students discuss their thoughts. The teacher will ask students to explain what they underlined and why they underlined the phrase or sentence. The teacher expects them to underline the part where Sinclair describes what happens when workers fell into the machines. This text is meant to startle readers and to see the Industrial Revolution in a new light.
3 minutes: The teacher will go over analyzing the photograph by thinking aloud. The teacher will talk about the contents of the photograph such as the description. The teacher will have students answer the questions from the teacher’s handout on the photograph. The students will already have the
http://trianglefire.ilr.cornell.edu/primary/photosIllustrations/slideshow.html?image_id=820&sec_id=8#screen
3 minutes
The teacher tells students that we will be looking at multiple primary sources to analyze and evaluate what life was life during the Industrial revolution as a worker. The teacher tells students to get into groups of four in order in order to divide the primary sources. Since there are 32 students, there will be 8 groups created. The teacher will pass out the four primary source photographs and the handout that goes along with it to help students will analyze the photograph
http://trianglefire.ilr.cornell.edu/primary/photosIllustrations/slideshow.html?image_id=820&sec_id=8#screen
http://trianglefire.ilr.cornell.edu/primary/photosIllustrations/slideshow.html?image_id=820&sec_id=8#screen
http://www.loc.gov/pictures/collection/nclc/item/ncl2004000021/PP/
http://www.loc.gov/pictures/collection/nclc/item/ncl2004000031/PP/
Lesson Closure ‖ Time: 5 minutes
The teacher will tell students to take out a sheet of paper in order to write their responses for the exit slip. The teacher will tell students to write down what they are thinking of writing about for their spoken word piece, such as the character they chose, their feelings, and the tone they will write in.
Assessments (Formative & Summative)
Presentation:
The presentation about the analysis of the pictures the students were given were a formative assessment to see if students are able to recognize key elements of the picture.
The handout:
The handout and discussion with the group allows the teacher to evaluate if students are on task, I will walk around to help answer any questions about the topic. I will listen to their discussion and clarify any misconceptions if they have any.
The Exit slip:
The exit slip allows me to see if students are on the right track to creating their spoken word piece. This will allow me to see if they recognized key elements of the life of workers during that time period. This will let me know if they need another day, if I should present more examples, or if I should have them work in groups to help one another create the spoken word piece.
Spoken Word piece:
The last formative assessment would be the spoken word piece which they will present the next day. Students will incorporate what they learned about their own photograph, the class photograph and the text the teacher read aloud for the students to create their own perspective of a worker during that time period. The students will be able to show their creativity by thinking outside the box in the way they present the spoken word piece.
The presentation about the analysis of the pictures the students were given were a formative assessment to see if students are able to recognize key elements of the picture.
The handout:
The handout and discussion with the group allows the teacher to evaluate if students are on task, I will walk around to help answer any questions about the topic. I will listen to their discussion and clarify any misconceptions if they have any.
The Exit slip:
The exit slip allows me to see if students are on the right track to creating their spoken word piece. This will allow me to see if they recognized key elements of the life of workers during that time period. This will let me know if they need another day, if I should present more examples, or if I should have them work in groups to help one another create the spoken word piece.
Spoken Word piece:
The last formative assessment would be the spoken word piece which they will present the next day. Students will incorporate what they learned about their own photograph, the class photograph and the text the teacher read aloud for the students to create their own perspective of a worker during that time period. The students will be able to show their creativity by thinking outside the box in the way they present the spoken word piece.
Accommodations for English Learners, Striving Readers and Students with Special Needs
All of these students will have opportunities to discuss their answers and talk about what they saw from the photograph to respond to the handout. With all of these students in mind I used multiple visuals to help them comprehend the material. Anything that they have to write has a handout in order to help guide these students. I will accept a prerecorded video of the student to present during class to give them an opportunity to take their time during the video and not feel anxiety during the presentation. I will allow these students more time if they need to complete the activity as well. On the teacher website I will include multiple examples of spoken word pieces to help the students and any photograph we used during class. Students will have the opportunity to use the dictionary or thesaurus in order to create help them create the spoken word piece.
Resources (Books, Websites, Handouts, Materials)
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