Lesson 4 | Uprising and Flesh and Blood So Cheap | 7th Grade English

Objective

Compare the experience of working in sweatshops to the experience of working in shirtwaist factories.

Readings and Materials

Book: Flesh and Blood So Cheap: The Triangle Fire and Its Legacy by Albert Marrin pp. 59 – 74 — Start at "Rise of the Sweatshop”

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Target Task

Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved

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Writing Prompt

What were the primary differences and similarities between sweatshops and shirtwaist factories? Write a complete paragraph in which you provide textual evidence to support your answer.

Sample Response

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Key Questions

Questions about the text that will help guide the students understanding

Close Read Questions

How was the experience of many young immigrant women and girls different from the experiences of their brothers'? Provide specific evidence from pages 62-66 to support your answer.
What were sweatshops, and what was it like to work there? Provide an answer to each of the following questions and provide evidence from the text to support each of them:
- Who worked there?
- What were conditions like?
- How were people treated?
- What motivated the owners to act the way they did?
What were shirtwaist factories, and what was it like to work there? Provide an answer to each of the following questions and provide evidence from the text to support each of them:
- Who worked there?
- What were conditions like?
- How were people treated?
- What motivated the owners to act the way they did?

Discussion Questions

Based on our reading today, how do you think the factory and sweatshop owners viewed their employees? Provide specific evidence from the text to support your answer.

Vocabulary

Literary terms, text-based vocabulary, idioms and word parts to be taught with the text

Text-based

grievance

(p. 73)

something that is believed to be wrong or unfair that may cause people to complain

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Common Core Standards

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).

Reading Standards for Informational 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).

Supporting Standards

Standards that are practiced daily but are not priority standards of the unit

L.7.6

RI.7.1

RI.7.2

RI.7.4

RI.7.10

SL.7.1

SL.7.6

W.7.2

W.7.2.a

W.7.2.b

W.7.4

W.7.9

W.7.9.b

W.7.10

Lesson 3

Lesson 5

Lesson Map

Flesh and Blood So Cheap pp. 1 – 6
Uprising pp. 1 – 5

Explain the impact of the Triangle Fire by studying a fictional and nonfiction account of the event.

RI.7.3 RL.7.3

Flesh and Blood So Cheap pp. 7 – 22

Explain push factors leading to mass immigration of Russian Jews and Italians to the United States and identify similarities and differences between those two groups.

RI.7.3

Flesh and Blood So Cheap pp. 23 – 39
Inside an English family's home on West 28th Street. 1889. — photo 10 in the gallery

Identify the author’s purpose and point of view in a section of Flesh and Blood So Cheap.

RI.7.6

Flesh and Blood So Cheap pp. 59 – 74 — Start at "Rise of the Sweatshop”

Compare the experience of working in sweatshops to the experience of working in shirtwaist factories.

RI.7.3

Writing

Flesh and Blood So Cheap pp. 59 – 74 — Start at "Rise of the Sweatshop"

Revise a paragraph response by adding transition words to indicate similarities and differences.
Articulate the differences between simple, compound, and complex sentences and identify them in your own writing.

W.7.2 W.7.2.c W.7.5

Uprising pp. 7 – 31

Explain how the author develops Bella’s point of view and distinguishes it from that of other characters.

RL.7.6

Uprising pp. 32 – 57

Explain how Uprising is structured and identify the unique perspective of each of the text’s protagonists.

RL.7.5 RL.7.6

Uprising pp. 58 – 79

Explain how characters’ lives in Uprising are shaped by sexism and rigid gender roles.

RL.7.3

Flesh and Blood So Cheap pp. 75 – 84
Uprising pp. 80 – 90

Identify ways that author Margaret Peterson Haddix has drawn on historical facts to develop the plot of Uprising.

RL.7.9

Flesh and Blood So Cheap pp. 84 – 98

Explain how specific individuals and ideas shaped the “Uprising of Twenty Thousand.”

RI.7.3

Uprising pp. 91 – 121

Identify different characters’ perspectives in Uprising and explain how the author develops and contrasts them.

RL.7.6

Uprising pp. 121 – 144

Write objective summaries of several chapters in Uprising.

RL.7.2

Uprising pp. 145 – 165

Explain how setting and specific interactions impact characters’ behavior and perspectives in Uprising.

RL.7.3 RL.7.6

Uprising pp. 166 – 188

Identify different characters’ perspectives in Uprising and explain how the author develops and contrasts them.

RL.7.6

Flesh and Blood So Cheap pp. 98 – 103 — (beginning at “On January 2, 1910”)
Uprising pp. 177 – 183

Identify ways that author Margaret Peterson Haddix has drawn on historical facts to develop the plot of the novel, Uprising.

RL.7.9

Uprising pp. 189 – 211

Explain how Haddix develops characters’ conflicting perspectives and identify events that change the way characters understand the world.

RL.7.3 RL.7.6

Uprising pp. 213 – 234

Identify different characters’ perspectives in Uprising and explain how the author develops and contrasts them.

RL.7.6

Uprising pp. 235 – 268

Explain how and why characters respond to specific plot events in Uprising.

RL.7.3

Flesh and Blood So Cheap pp. 104 – 110 — (end at "and so it was")

Explain how specific events and ideas shaped fire safety practices in the early 20th century.

RI.7.3

Flesh and Blood So Cheap pp. 111 – 121

Explain the factors that influenced the outcome of the Triangle Shirtwaist Factory fire and the impact of the fire on bystanders.

RI.7.3

Uprising pp. 269 – 286

Explain how the reader’s point of view differs from the characters’ in today’s reading, and the impact of dramatic irony on the reader’s experience of the text.

RL.7.5 RL.7.6

Uprising pp. 287 – 298

Explain how Haddix uses specific words and phrases to develop meaning, mood, and tone in Uprising.

RL.7.4

Uprising pp. 229 – 315

Explain how the fire reveals and/or changes the way that characters in Uprising see the world.

RL.7.3 RL.7.6

Flesh and Blood So Cheap pp. 122 – 130 — (stop before “Never Again”) and page 137

Explain the impact of the fire on New Yorkers and determine Marrin’s purpose and point of view in a section of Flesh and Blood So Cheap.

RI.7.3 RI.7.6

Uprising pp. 316 – 330

Explain how Haddix develops and contrasts characters’ perspectives at the conclusion of Uprising.

RL.7.6

Flesh and Blood So Cheap — Chapter V
Uprising pp. 269 – 315

Compare Haddix’s account of the Triangle fire in Uprising to historical facts and explain how she has used and altered history.

RL.7.9

Flesh and Blood So Cheap pp. 130 – 133 — begin at "Never Again!” and end at “Enter Al Smith," and include the section "Bread and Roses" on page 133.
“Speech at The Metropolitan Opera House”

Determine the central message of Rose Schneiderman’s speech and explain the impact of word choice on meaning and tone.

RI.7.2 RI.7.4

Flesh and Blood So Cheap pp. 139 – 146 — begin at "Reform"

Describe the impact of specific individuals, events, and ideas on the development of labor laws in the United States.

RI.7.3

Flesh and Blood So Cheap pp. 153 – 163 — begin at "Return of the New York Sweatshop"

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

Socratic Seminar

Flesh and Blood So Cheap

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.7.1 SL.7.1.a SL.7.1.c SL.7.4

Writing

Flesh and Blood So Cheap pp. 68 – 74
“We Work Non-Stop”
“LA's Garment Workers Face Horrific Workplace Conditions”
Persuasive Writing Rubric (G7, U2)

Unpack the expectations of a research-based writing task and begin to gather evidence in preparation for writing an op-ed.

W.7.5 W.7.7 W.7.9

Writing

“We Work Non-Stop”
“LA's Garment Workers Face Horrific Workplace Conditions”
Flesh and Blood So Cheap

Assess the credibility of research sources and continue gathering evidence in preparation for writing an op-ed.

W.7.5 W.7.7 W.7.8 W.7.9

Writing

“We Work Non-Stop”
“LA's Garment Workers Face Horrific Workplace Conditions”
Flesh and Blood So Cheap

Draft a claim statement and create an outline for a multi-paragraph op-ed.

W.7.5 W.7.7 W.7.8

Writing

“We Work Non-Stop”
“LA's Garment Workers Face Horrific Workplace Conditions”
Flesh and Blood So Cheap

Draft two body paragraphs with strong evidence and analysis.

W.7.1 W.7.1.a W.7.1.b W.7.1.c W.7.7 W.7.8

Writing

“We Work Non-Stop”
“LA's Garment Workers Face Horrific Workplace Conditions”
Flesh and Blood So Cheap

Draft strong introduction and conclusion paragraphs.

W.7.1 W.7.1.a W.7.1.b W.7.1.e W.7.7 W.7.8

Writing

“We Work Non-Stop”
“LA's Garment Workers Face Horrific Workplace Conditions”
Flesh and Blood So Cheap

Create a works cited page and differentiate between compound, complex, and compound-complex sentences.

L.7.1 L.7.1.a L.7.1.b W.7.8

Writing

Persuasive Writing Rubric (G7, U2)

Give and receive peer feedback and incorporate suggestions into the final draft of an op-ed.

W.7.2 W.7.5

Assessment – 2 days

Fighting Injustice: Uprising & Flesh and Blood So Cheap

Objective

Readings and Materials

Target Task

Writing Prompt

Sample Response

Key Questions

Close Read Questions

Discussion Questions

Vocabulary

Text-based

Enhanced Lesson Plan

Common Core Standards

Reading Standards for Informational Text

Supporting Standards

Language Standards

Reading Standards for Informational Text

Reading Standards for Informational Text

Reading Standards for Informational Text

Reading Standards for Informational Text

Speaking and Listening Standards

Speaking and Listening Standards

Writing Standards

Writing Standards

Writing Standards

Writing Standards

Writing Standards

Writing Standards

Writing Standards

Lesson Map

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