Curriculum / ELA / 7th Grade / Unit 2: Fighting Injustice: Uprising & Flesh and Blood So Cheap / Lesson 26
ELA
Unit 2
7th Grade
Lesson 26 of 38
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Compare Haddix’s account of the Triangle fire in Uprising to historical facts and explain how she has used and altered history.
Book: Flesh and Blood So Cheap: The Triangle Fire and Its Legacy by Albert Marrin — Chapter V
Book: Uprising by Margaret Peterson Haddix pp. 269 – 315
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
Author Haddix has developed three fictionalized protagonists in Uprising. Although people of these names did not really exist, how do these characters reflect the identities and experiences of people who really existed?
Why would an author develop fictionalized characters to insert into a real historical setting?
An example response to the Target Task at the level of detail expected of the students.
Questions about the text that will help guide the students understanding
Compare and contrast the way the beginning of the fire is described on page 111 of Flesh and Blood So Cheap and pages 271-272 of Uprising. Has Haddix stayed consistent with historical facts in this scene? Provide at least two details from the texts that support your answer.
Reread page 117 of Flesh and Blood So Cheap and pages 295–297 of Uprising. Has Haddix drawn from history in her depiction of Jacob and Yetta’s final moments on the windowsill? Provide evidence from both texts to support your answer.
Compare and contrast the way the 10th floor roof rescue is depicted on page 118 of Flesh and Blood So Cheap and on pages 311–313 of Uprising. Has Haddix stayed consistent with historical facts in this scene? Provide details from the texts to support your answer.
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: Flesh and Blood So Cheap: The Triangle Fire and Its Legacy by Albert Marrin pp. 130 – 133 — begin at “Never Again!” and end at “Enter Al Smith,”and include the section "Bread and Roses" on page 133.
Speech: “Speech at The Metropolitan Opera House” by Rose Schneiderman
While reading, answer the following questions.
How did the audience at the Metropolitan Opera House respond to the first speakers and their suggestions?
Who was Rose Schneiderman?
What did she want?
What was the impact of her speech on the audience at the Metropolitan Opera House?
Underline words and phrases in the speech that are unfamiliar to you.
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RL.7.9 — 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.
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.7.1 — Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.7.10 — 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.
RL.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.
RL.7.2 — Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
RL.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.7.6 — 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.a — Apply grade 7 Reading standards to literature (e.g., "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").
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.
Lesson 25
Lesson 27
Explain the impact of the Triangle Fire by studying a fictional and nonfiction account of the event.
RI.7.3 RL.7.3
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
Identify the author’s purpose and point of view in a section of Flesh and Blood So Cheap.
RI.7.6
Compare the experience of working in sweatshops to the experience of working in shirtwaist factories.
Writing
W.7.2 W.7.2.c W.7.5
Explain how the author develops Bella’s point of view and distinguishes it from that of other characters.
RL.7.6
Explain how Uprising is structured and identify the unique perspective of each of the text’s protagonists.
RL.7.5 RL.7.6
Explain how characters’ lives in Uprising are shaped by sexism and rigid gender roles.
RL.7.3
Identify ways that author Margaret Peterson Haddix has drawn on historical facts to develop the plot of Uprising.
RL.7.9
Explain how specific individuals and ideas shaped the “Uprising of Twenty Thousand.”
Identify different characters’ perspectives in Uprising and explain how the author develops and contrasts them.
Write objective summaries of several chapters in Uprising.
RL.7.2
Explain how setting and specific interactions impact characters’ behavior and perspectives in Uprising.
RL.7.3 RL.7.6
Identify ways that author Margaret Peterson Haddix has drawn on historical facts to develop the plot of the novel, Uprising.
Explain how Haddix develops characters’ conflicting perspectives and identify events that change the way characters understand the world.
Explain how and why characters respond to specific plot events in Uprising.
Explain how specific events and ideas shaped fire safety practices in the early 20th century.
Explain the factors that influenced the outcome of the Triangle Shirtwaist Factory fire and the impact of the fire on bystanders.
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.
Explain how Haddix uses specific words and phrases to develop meaning, mood, and tone in Uprising.
RL.7.4
Explain how the fire reveals and/or changes the way that characters in Uprising see the world.
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
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.7.2 RI.7.4
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.
Socratic Seminar
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
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
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
Draft a claim statement and create an outline for a multi-paragraph op-ed.
W.7.5 W.7.7 W.7.8
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
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
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
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
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