Fighting Injustice: Uprising & Flesh and Blood So Cheap

Lesson 3
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ELA

Unit 2

7th Grade

Lesson 3 of 38

Objective


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

Readings and Materials


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Target Task


Writing Prompt

What is the author’s perspective of “rich folk” in New York? What specific details from the text reveal this perspective? Provide at least two examples from the text and explain how they reveal his perspective.

Sample Response

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Key Questions


Close Read Questions

  • What is Marrin’s primary purpose in the section of text between pages 32-38? How do you know? Explain your reasoning and provide evidence from these pages to support your answer.

  • What is Marrin’s purpose for including the photograph/images on pages 36 and 37? Explain your reasoning.

  • What is Marrin’s point of view on tenements? What specific words and phrases help communicate this perspective? Provide at least three examples from pages 35-38 and explain how they reveal his perspective.

Exit Ticket

Assess student understanding and monitor progress toward this lesson's objective with an Exit Ticket.

Vocabulary


Text-based

entitled

adj.

(p. 33)

having a right to certain benefits or privileges

Academic

connotation

n.

the social, cultural, and emotional associations words have, beyond the dictionary definition (denotation).

author's purpose

n.

The author's motivation for writing a text, specifically as it relates to the impact on the reader.

author's perspective/point of view

n.

The author’s view of a specific topic/idea/event (most often, the central topic of the text), or their view of the world more generally.

Homework


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. 59 – 74 — begin at “Rise of the Sweatshop”

While reading, answer the following questions.

  • Why did some manufacturers use contractors instead of making everything in a factory? (p. 62)

  • Where were sweatshops located?

  • What are some of the dangers that sweatshop workers faced?

  • Why did many young immigrant women work in sweatshops or factories?

  • Why were factories considered "better" than sweatshops?

  • Who were Max Blanck and Isaac Harris? (p. 70)

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Common Core Standards


  • RI.7.6 — Determine an author's point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.

Supporting Standards

L.7.6
RI.7.1
RI.7.2
RI.7.4
RI.7.10
SL.7.1
SL.7.6
W.7.1
W.7.1.a
W.7.1.b
W.7.4
W.7.9
W.7.9.b
W.7.10
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