Crosscurricular Approach to the Child Labor Practices of the 1800s and 1900s Industrial Revolution (view)
Units included with this Open Author resource:
 Lesson Focus and Instructional Purpose

 Learning goals:
 Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities., Distinguish between linear association and nonlinear association., Understand that a function is a rule that assigns to each input exactly one output., The graph of a function is the set of ordered pairs consisting of an input and the corresponding output., Students will be able to differentiate primary and secondary eyewitness accounts of the 1911 factory fire., Students will understand the working conditions of factories in the 1800s and how the factory fire of 1911 led to legal reform for child and women labor into the 20th century., Students will read primary eyewitness accounts of the factory fire and answer questions using textual evidence.
 Keywords:
 Triangle Shirtwaist Fire
 Alignment:
 CCSS.ELALiteracy.RI.8.1, CCSS.Math.Content.8.SP.A.1, CCSS.Math.Content.8.F.A.1, CCSS.Math.Practice.MP.1, CCSS.Math.Practice.MP.2, CCSS.Math.Practice.MP.3, CCSS.Math.Practice.MP.4, CCSS.Math.Practice.MP.5, CCSS.Math.Practice.MP.6, CCSS.ELALiteracy.RL.8.2, CCSS.ELALiteracy.RL.8.4, CCSS.ELALiteracy.RI.8.3, CCSS.ELALiteracy.RI.8.7, CCSS.ELALiteracy.SL.8.4, CCSS.ELALiteracy.SL.8.1
Summary
This a a cross curricular unit encompassing English, History, and Math Common Core Standards to teach the Child Labor practices of 1800s U.S. with the tragedy of Triangle Shirtwaist Factory Fire of 1911 which lead to child labor reform throughout the world and into the modern era.
 Subject:
 Arts and Humanities, Mathematics, Social Science
 Level:
 Middle School, High School
 Material Type:
 Activity/Lab, Assessment, Data Set, Diagram/Illustration, Homework/Assignment, Lecture, Lecture Notes, Lesson Plan, Primary Source, Reading, Simulation, Teaching/Learning Strategy
Standards
Learning Domain: Reading for Informational Text
Standard: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
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Learning Domain: Reading for Informational Text
Standard: Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
Degree of Alignment: Not Rated (0 users)
Learning Domain: Reading for Informational Text
Standard: Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Reading for Literature
Standard: Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Reading for Literature
Standard: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Speaking and Listening
Standard: Engage effectively in a range of collaborative discussions (oneonone, in groups, and teacherled) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Speaking and Listening
Standard: Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and wellchosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Reading for Informational Text
Standard: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Reading for Informational Text
Standard: Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
Degree of Alignment: Not Rated (0 users)
Learning Domain: Reading for Informational Text
Standard: Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Reading Literature
Standard: Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Reading Literature
Standard: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Speaking and Listening
Standard: Engage effectively in a range of collaborative discussions (oneonone, in groups, and teacherled) with diverse partners on grade 8 topics, texts, and issues, building on others�۪ ideas and expressing their own clearly.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Speaking and Listening
Standard: Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and wellchosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Functions
Standard: Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output. (Function notation is not required in Grade 8.)
Degree of Alignment: Not Rated (0 users)
Learning Domain: Statistics and Probability
Standard: Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Mathematical Practices
Standard: Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?"ť They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Mathematical Practices
Standard: Reason abstractly and quantitatively. Mathematically proficient students make sense of the quantities and their relationships in problem situations. Students bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize"Óto abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents"Óand the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Mathematical Practices
Standard: Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and"Óif there is a flaw in an argument"Óexplain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Mathematical Practices
Standard: Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, twoway tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Mathematical Practices
Standard: Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Mathematical Practices
Standard: Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.
Degree of Alignment: Not Rated (0 users)
Cluster: Investigate patterns of association in bivariate data
Standard: Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association.
Degree of Alignment: Not Rated (0 users)
Cluster: Define, evaluate, and compare functions
Standard: Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output. (Function notation is not required in Grade 8.)
Degree of Alignment: Not Rated (0 users)
Common Core State Standards Math
Cluster: Mathematical practices
Standard: Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
Degree of Alignment: Not Rated (0 users)
Common Core State Standards Math
Cluster: Mathematical practices
Standard: Reason abstractly and quantitatively. Mathematically proficient students make sense of the quantities and their relationships in problem situations. Students bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.
Degree of Alignment: Not Rated (0 users)
Common Core State Standards Math
Cluster: Mathematical practices
Standard: Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.
Degree of Alignment: Not Rated (0 users)
Common Core State Standards Math
Cluster: Mathematical practices
Standard: Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, twoway tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.
Degree of Alignment: Not Rated (0 users)
Common Core State Standards Math
Cluster: Mathematical practices
Standard: Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.
Degree of Alignment: Not Rated (0 users)
Common Core State Standards Math
Cluster: Mathematical practices
Standard: Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.
Degree of Alignment: Not Rated (0 users)
Cluster: Key Ideas and Details.
Standard: Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
Degree of Alignment: Not Rated (0 users)
Cluster: Craft and Structure.
Standard: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
Degree of Alignment: Not Rated (0 users)
Cluster: Key Ideas and Details.
Standard: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
Degree of Alignment: Not Rated (0 users)
Cluster: Key Ideas and Details.
Standard: Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
Degree of Alignment: Not Rated (0 users)
Cluster: Integration of Knowledge and Ideas.
Standard: Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
Degree of Alignment: Not Rated (0 users)
Cluster: Comprehension and Collaboration.
Standard: Engage effectively in a range of collaborative discussions (oneonone, in groups, and teacherled) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
Degree of Alignment: Not Rated (0 users)
Cluster: Presentation of Knowledge and Ideas.
Standard: Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and wellchosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
Degree of Alignment: Not Rated (0 users)