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IBF * New York History * Mr. McEntarfer

The Triangle Fire

Name: Jarrod McEntarfer Home

Type of Lesson: Tutor (Reference Software)
The Triangle Fire

Disipline and Topic: Social Studies - This lesson will be taught as part of an American History course and our focus specifically on industrializatoin and labor in New York City.

Target Population

Grade Level _- Grade eleven American Studies
Population Characteristics - Students in these classes are typically bilingual. A large focus has been placed on writing skills in order to help them with state exams
Lesson Groupings - Groups of five:

Student 1. Recorder - Takes notes on group discussion and logs contributions to discussion giving names.
Student 2. Presenter - Presents to class
Student 3. Time Keeper - Keeps group within time parameters
Student 4. Leader - Motivates and makes final decisions
Student 5. Editor - Works closely with Recorder and Presenter to find salient information

    1. Group I. Testimonials
        a. My First Job
        b. Days and Dreams
        c. Life in the Shop
        d. The Cooper Union Meeting 1909
        e. Fire: p.12 - 14

    2. Group II. Newspapers and Magazines
        a. New York TImes "Men and Girls Die in Waste Factory Fire"
        b. Chicago Sunday Tribune "New York Fire Kills"
        c. New York TImes "Stories of Survivors. And Witnesses and Rescuers Outside Tell What They Saw"
        d. Ladies Garment Worker (Magazine) "Agitation Amoung the Ladies' Waiste makers, Local 25
        e. New York Times "Death List Shows Few Identified"

    3. Group III. Letters and Songs
        a. Letter to WM: from Charles Willis Thompson, journalist.
        b. Letter to Michael and Hugh: Pauline Newman
      c. Song "Mournful Song of the Great Fire
      d. Song "Ballad of the Triangle Fire"
      e Song "The Uprising of Twenty Thousand

Curriculum Links:
This lesson is part of an American History I unit on the industrial revolution and is a digression where we focus on New York City history in particular. There is a heavy focus on this in city schools. I will link the lesson to past discussion about NYC, including immigration, slavery, activism, reform and trade.

The focus will be on the primary documetns taken from the site, in which the studetns will analyze testimonials, newpaper articles and letters and interpret them accordingly with with the content. The lesson will be followed by a look into progressive movements in NYC and the United Sttess to improve quality of life and working conditions.

Objectives:

Students will read and take notes on a non-print source
Students will summarize thr article to the rest of the group
Students will contribute to a group discussion using their assigned reading
Students fulfill their role in group work
Students will complete a relective piece on the lesson

Media Leteracy Objectives:
Students will analyze and compare and contrast different period primary sources using an ISL pacage offered by the Merlot Project
The particular site within the project source is The Triangle Fire. which contains serveral resources on the topic

***Specific Media Literacy Objectives

Use multimedia authoring tools
Work cooperateively using technology
Use exploratory environments to support learning
Brainstorm a range of information sources to meet a specific information
Take notes and gatehr information on non-print media sources

Materials and Timing:

Lap top with LCD projector to project period photographs for class.
Copies of lesson handout to be distributed to class
Laptop lab
Chart Paper and markers

Time: One 90 minute class period

Agenda/Scope

Motivation (10 minutes)

Mini-lesson (model) (20 minutes)

Topic introduction (10)
Model using Motivation (5)
Getteing Topics (5)

Workshop: (35)

Reading and Note taking (15)
Collaboration (15)
Discuss documents and compile information on chart paper for presentation (5)

Assessment and Share out of conclusions from documetn (20)

Each GGoup will share out the most salient aspects attributed with their souce (6 minutes per group)

Over view and final thoughts

BEGINNING LESSON HANDOUT

Aim: How can we compare and contrast different sources about The Triangle Fire by looking at a variet of differnt sources with different perspectives and interpretations?

Instructional Objective: Students will be able to do an analysis aof different documents from the Triangle Fire

Standards: New Yrok History

Motivation Examine the political cartoon for a minute and then writes down the messsaage sent by the cartoon. Who/what is in the picture and what is happening?

Mini-lesson: Go to (http://www.ilr.cornell.edu/trianglefire/) Read topic introduction as a class.

A. Click on "Documents" Use LCD to show how to find documents
B. Assign Groupings (see above)

Workshop: Workshop (35 minutes)

Reading and note taking (15)
Collaboration (Share out of sources) (15)
Discuss documents and compile information on chart paper for presentation (5)

Share-out: Each group presenter shares out their groups conclusions on the medium using the chart paper and markers

Assessment: Write a short reflection on what you learned today about the triangle fire and how these sources differed tin perspectives.

END OF LESSON HANDOUT

Supplemental Materials: None

Evaluation of Students

Objectives	1 point	2 points	3 points
Students read and take notes on document	No or inadequate notes taken	Notes taken, but are few and/or inaccurate	Sufficiant notes taken on the subject
Student summarized their document to the group	No summary	Poor and or inaccurate summary on the topic	Accurate and informative summary
Students contributed to discussion	No Contribution	Little contribution	Full Contribution
Student fulfills his or her group role effectively	Uncooperative and does not fulfill roll	Semi-fulfills role in group	Fully assumes group role

Evaluation of Lesson: In this lesson there will be indebt group work using primary source documents in a complex comparative way as opposed to simple interperetation. Evaluation of the lesson will be more on a group basis using their conclusions that they wrote on the chart paper, thieir individual notes and the reflective pieces they will write after the lesson.

During the workshop of the lesson the teacher will be mobile going from group to group of course and from here is a good opportunity as well to gather info as to if the lesson is going smoothly and how it could be improved.