U.S.

History:Industrialization
TheTriangleShirtwaistFactory

Name:
KellyAquilla,TowsonUniversity

CLASSDESCRIPTIONS:

Date:
December3,2015

3B:HonorsU.S.Classisfemaledominated,whitedominated.Studentsareresponsiveto
questioningbutgenerallyquiet.Needextramotivationandguidancetoanswerhighorder
thinkingquestions.MovedClassroomThisclassisnotinmymentorsclassroomduetosize
restrictions.Thisclasstakesplaceinapsychologyclassroomacrossthehall.Thedesksare
arrangedingroupswithstudentsfacingeachother.Therearenoindividualorgroup
electronicdevicesavailable.Technologyislimitedtoaprojectorandscreen.
4B:HonorsU.S.Gendermixed,raciallydividedbetweenAfricanAmericanstudentsand
Whitestudents.Studentsareresponsiveandenergetic,willingtoengage.Thereisagroupin
thebackthatistalkative.Desksarrangedinpairsinthreerows.Therearenoindividualor
groupelectronicdevicesavailable.Technologyislimitedtoaprojectorandscreen.

Unit:
ProgressiveEra
Lesson:
IndustrializationTheTriangleShirtwaistFactory

PriorKnowledge:

ALIGNMENT:
Standard

Objective

Assessment

Activity

StateStandard
(RH.1112.2)

Determinethecentral TriangleShirtwaist
ideasorinformation FireDocument
fromaprimaryor
AnalysisSheet
secondarysource
provideanaccurate

JigsawwithTSF
primarysources

StateStandard
(RH.1112.7

Integrateand
TriangleShirtwaist
evaluatemultiple
FireAssessment
sourcesof
Sheet
informationpresented
indiverseformats
andmediainorderto

Uprisingof20,000
Analysis,Jigsaw
ClosingDiscussion
andIndividual
AssessmentSheet

addressaquestionor
solveaproblem.
StateStandard
(WHST.1112.1)

Writearguments
TriangleShirtwaist
focusedon
FireAssessment
disciplinespecific
Sheet
content.1aIntroduce
precise,
knowledgeable
claim(s),establishthe
significanceofthe
claim(s),distinguish
theclaim(s)from
alternateoropposing
claims,andcreatean
organizationthat
logicallysequences
claim(s),
counterclaims,
reasons,and
evidence.

TriangleShirtwaist
FireIndividual
AssessmentSheet

MATERIALS:
StudentMaterialsRequired:
HandoutResourcesheet(PartsIandII)
VideoClip
NewYork:ADocumentaryFilm
(episode4)beginat0:00endat15:00
HandoutUprisingof20,000Song
HandoutTriangleShirtwaistFiregraphicorganizer
HandoutTriangleShirtwaistFiredocuments
AssessmentResponsibilityPieevaluationandLookingForward
TechnologyRequired:Projector,PowerPoint

LESSONPROCEDURE:(BOLD=TeachingSegment)
OpeningActivityDrillandDebrief
TimeAllotted:5MINS
Where:HandoutResourceSheet(PartI)

Instruct students to read the background information regarding the impacts of

industrialization in New York City, particularly the emergence of sweatshops. Students
will gain important information regarding the characteristics of sweatshops via the
TriangleShirtwaistFactory,whichwillserveasthebasisfortodayslesson.

Discussthefollowingwiththeclass:
Howweresweatshopsdifferentfromthetypicalindustrialfactory?Wouldyoube
willingtoworkinone?

DrillDebrief:ExplainthattheTriangleShirtwaistFactorywasanexampleofa
turnofthecenturysweatshop,oneofover1,000locatedinNewYorkCityaloneasa
resultoftheIndustrialRevolution.

Objective:Today,wewillbeinvestigatingtheeventsoftheTriangleShirtwaistFactory
fire,sothatwecanultimatelydeterminewhoshouldbearresponsibilityfortheworst
industrialdisasterinNewYorkCityshistory,andbasedonthat,evaluatetheneedfor
Progressivereform.

Transition:
StudentswillbeaskedtolookatthenextpartoftheResourceSheet(PartII),
andcompletethisduringtheviewingoftheFilmClipfrom
NewYork:ADocumentary
Film.
Activity1FilmViewingofNewYork:ADocumentaryFilm
TimeAllotted:17MINS
Where:ResourceSheet(PartII)

Instructstudentstocompletetheactivitythatfollows(PartII)astheyviewasegmentfrom
NewYork:ADocumentaryFilm(episode4),makingnoteofthewho,when,where,what,
andwhy.Circulatetoensurethatstudentsareontaskandtakingnotesastheywatch.

Transition:
Explainthatunionshadpreviouslytried,butwereultimatelyunsuccessful,in
tryingtoremedytheproblemsthatledtothefire.ProjectanddistributeTheUprisingof
20,000song.Leadanalysisofsonglyricsasawaytomodelsourceinterpretation.

Activity2Uprisingof20,000Analysis
TimeAllotted:7MINS
Where:Uprisingof20,000HalfSheet

Leadanalysisofsonglyricsasawaytomodelsourceinterpretation.
Identify(andaskthemtodothesameontheirsources)thefollowing:
Whoistheauthorofthisdocument?
WhatdoesthetextofthisdocumenttellusabouttheUprisingof20,000?
Askthefollowing:
Isthereanyreasontodoubttheaccuracyofthisaccount?
Discussstudentresponses.Providefollowupinformationregardingtheactualstrikesothat
studentsmayassessthevalidityoftheclaimsmadebythesource.

Transition:
Projectthequotegivenattheendofthevideoclip.Explainthatnowthatwehave
aclearerunderstandingofwhathappenedattheTriangleShirtwaistFactory,wewillconducta
historicalinvestigationinordertoevaluatewhobearsresponsibilityforitsoccurrence.
Activity3PrimarySourceAnalysisofTriangleShirtwaistFireandJigsaw
TimeAllotted:35MINS
Where:
TriangleShirtwaistFiregraphicorganizerandTriangleShirtwaistFiredocuments

Project focus question while distributing source analysis graphic organizer and the assigned
historical sources. Explain that each student will be responsible for analyzing two historical
sources. Encourage students to annotate their sources as they work, and to summarize their
findings in the graphic organizer (
who bears responsibility and
why
). Reminders: pay
attention to source author justify who they think the source blames if it is unclear. Circulate
room while students read, annotate, and interpret their assigned sources. Address any
questions and ensure that students are ontask. Students will be seated next to other students
whoareinvestigatingthesamesourcesasthem. Allow23minutesforstudentstoconferwith
a neighbor to ensure clarity before breaking class into mixed groups so that all sources are
accurately represented. Breakstudentsintogroupsaccordingtothepreassigned numberatthe
top of theirhandout.Allowstudentsseveralminutesto instruct theirgroupmembersregarding
their source information. Remindclassmatestosummarizefindingsforthemselvesinorderto
complete their graphic organizers and gain a broader comprehension of the focus question.
Also remind studentstodiscusswhotheirsourcewas,andwhetherthathadanybearingonthe
informationprovided.Circulateroomtofacilitategroupdiscussionandsourceanalysis.

Transition:
Instructstudentstomovebacktotheirassignedseats.Whilestudentsaregetting
settled,projectthefollowingquestionsfordiscussion:
Whataresomeofthecommonthreadsamongthesources?Whataresomeofthedifferences?
Whatdoesthisinvestigationrevealaboutthechallengesofunderstandingthepast?
ClosingActivityResponsibilityPieAssessment
TimeAllotted:15MINS
Where:ResponsibilityPieevaluationandLookingForward

Distribute the assessment and come back to the objective. Explain that a slice of
responsibility pie needs to be served to those responsible for the deaths of 146 Triangle
Shirtwaist employees. The largestslicegoes tothosewhoaremostdeservingofblameandthe
smallest to those who are least deserving. Students are to serve three slices of responsibility
pie, and justify the size of each slice with evidence taken from todays investigation. Based
on designations of blame, students must then connect this tragic event to the larger issue of
Progressivism by proposing reforms (economic, social, and/or political) that they believe
wouldpreventanothertragedysuchasthisfromeveroccurring.

Transition:None.
SafetyValve:
Iftimerunsshortandstudentswillnotbeabletocompletetheirfullwritten
evaluationinclass,providestudentswithahalfsheetofpaper.Onit,instructstudentsto
explainwhoisgoingtoreceivethelargestsliceofresponsibilitypieandwhy,andbasedon
that,toproposeONEreformthatwillpreventanotherindustrialtragedyfromoccurring.
Collectattheendofthemodaskstudentstocompletethefullassessmentforhomework.
Homework:
RemindstudentsthattheirProgressiveEraUnitExamwillbenextFriday,and
thatareviewsessionwillbeheldduringMav1&2ofnextWednesday(12/9).

TeachingReflection#6
KellyAquilla

This lesson was written by my mentor teacher as her formal observation lesson. I
observed her teach it the day before and taught a segment of the lesson to MOD 3 before her
formal observation during MOD 4. The segment that I taught included opening the class with a
drill,hostingadrilldebrief,andtransitioningthestudentsintothenextactivity.
This lesson went through multiple writing phases. We worked together to change the
lesson plan as it was practiced before the observation. When my teacher taught it the first three
times the day before the observation, she never made it to the assessment, which we bothknew
was not going to cut it for the formal observation. That day after school we discussed possible
changestothelessonthat would giveustimeattheendtodothefullassessment,whichincluded
filling in a pie chart, writing a support paragraph and drafting two reforms. Something that I
really enjoyed about this experience was working
with
my mentor teacher on
her lesson.
Looking at a lesson, making suggestions, and having my suggestions validatedbyheraccepting
them and putting them into practice. The first suggestion I made was the change the 20,000
Uprisingactivityfromareadinganddiscussionintoamodelingactivitywhereshewouldmodel
how to read a primary source of music and set them up for the next set of primarysources.Not
only did it help the students understand how to read and annotate a primary source but it also
saved some time. The next suggestion Imade wastocreateabackupplanincasetimingwas off
and she could not make it to the final assessment. I highlighted that it was important that the
assessment was not a question and answer session because the principal could turn around and
ask, How do you know that every student met the objective when you only questioned a
handful? With this suggestion, she drafted a shorter assessment that could end the lesson and

the long assessment could be assigned for homework. Working with my mentor teacher in this
capacity was aninterestingexperienceformeandmademefeelconfidentaboutmyinstructional
strategies.
Another experience that I gained from this lesson was the formal observation process.
During MOD 4, my teacher underwent her first formal observation of the year with a new
administration. Besides the prep work that went into putting together the lesson, I also assisted
my mentor during her lesson by handing out papers, helping students with their work and other
small tasks. It was interesting to watch and listen to the administrative staff and the department
chair.
If I were to use this lesson in my own classroom, the only change that I would make
would be the final aspect of the assessment. I feel that the content extension of asking the
students to suggest two reforms was not sufficient enough of a question to extend their
knowledge and to make infer about changes to be made. I think that Iwouldchangetheprompt
slightly, having students focus on linking this new knowledge to the reforms we had already
learned about in the Progressive Era. They had recently turned in a project on a reformist and
learned about the differenttypesofreformsthathadbeenoccurring.Iwouldhavestudentslinka
reformist group/person they had learned about to industrialization andhazardsintheworkplace,
making them describe the reformer briefly, express this reformers stance on industrialization
andworkers,andthendiscussthatreformerspossibleresponsetotheTSF.