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Middle Childhood Education

8Middle Childhood Education Lesson Plan Template v. 2


Teacher Candidate Name: Emily Boas
Lesson Title/#: Working Conditions During the Industrial Age
Grade Level: 8

Lesson Foundations
Content Standards
*Science and SS should also include
common core for reading/writing

SS 8.23- The Industrial Revolution fundamentally changed the means of production as a result of improvements in
technology, use of new power resources, the advent of interchangeable parts and the shift from craftwork to factory
work.
CCSS.ELA-LITERACY.RH.6-8.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the
source distinct from prior knowledge or opinions.

Learning Objective(s)
Students will

1. Students will explain the working conditions for production workers of the Industrial Revolution in the United
States by examining primary sources from the time period (Analyze).
2. Students will compare and contrast social class perspectives from the Industrial Age (Apply).

Prior Academic Knowledge


and Skills
What have you or your mentor taught
previously that will inform what
students are learning today?

Materials & Resources

1. Products were made more efficiently, in high-production factories, instead of the home.
2. New inventions streamlined production during the Industrial Revolution and the influx of immigrants made up a
large industrial workforce.
3. Students know the work environment of slaves, and how they were sold, kept against their will, and had no rights.
4. Students have experience in analyzing and interpreting primary documents for meaning, implications, and point of
view.
5. Students can scan QR codes
1. Numbered notecards
2. Table numbers
3. Station worksheet (the DBQ packet-at least 31 for each student in the class)
4. PowerPoint
5. Printed QR Code for Video Clip (Need at least 3)
6. Printed out Enlarged Images/Documents for Stations (At least 3 sets for each station)

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7. I-Pads/Phone to scan QR code


8. Notebook paper for kids who dont have any
9. Timer

Assessments
Describe the assessments that will be used in this lesson to monitor students mastery of the lesson objective(s). List assessments in order in which they appear in the lesson.

Name and number of


Assessment
A1: Entrance Ticket

Description of assessment
Formative: Students will view a
political cartoon projected on the
board. On their DBQ packet,
students will answer the
question:
1. Who are the men gathered
around the large block? What do
you think they are doing?
(Understand)
2. What do you think is this
cartoons message? Relate your
answer to what we learned in
class the last 2 days. (Analyze)

A2: Station
Worksheet-DBQ
Packet

Cartoon found here:


http://historianproject.blogspot.c
om
Formative: Students will use the
questions to guide discussion in
their groups as they complete
each of the three stations. Each

Evaluation Criteria - What is the evidence (the answers) of student learning?


Specifically list evidence of learning and learning objectives.
LO1 (Analyze)

1. One of the men is labored Northern Capitalist, so I think all of the other men are
powerful business owners. They appear to be reading or writing on a paper with
information on it, and they are at an auction. They are auctioning off the children,
similarly to how slaves were sold.
2. The cartoons message revolves around the horrors of child labor. They are also
making a connection between child laborers and slavery, similarly to station 3. Children
are being taken advantage of to produce goods for extremely low wages while working
in very bad conditions

LO1(Analyze) LO2(Apply)

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student will record their groups


answers on their paper to be
turned in.
Questions in the packet:
Station 1
1A. Watch the video of a
working factory. While the
video has no color or sound, how
do you feel when watching the
workers? What do you think you
would hear or smell if you were
there? What conditions are
shown? How would this type of
work differ from craft work
(working in the home)?
(Understand)

1A. The work is repetitive, with all of the workers doing the same thing. They work in
tight rows, and it appears that a supervisor is walking down the aisle making sure
everything is running smoothly. It looks like the working space only has very windows,
and mostly women are shown working. I think I would smell a musty factory smell,
because there are so many people and no fresh air. They are working quickly and
without any pauses. This works differs from craft work because the creative process is
more efficient, and much faster. People are being paid wages, and do not choose their
own hours. The work environment is fast-paced and strict.

2A. Look at the political cartoon.


What do the baseballs represent?
What are they being thrown at?
(Analyze)

2A. The players, represented by large trusts, are throwing metaphorical baseballs
representing low wages, high prices, and oppression at The Common People. The
person in the middle represents the lower/middle-class workers who suffer from low
wages because of the control of the large trusts.

3A. Connect the cartoon to the


short video you just watched.
What types of wages do you
think the workers are being
paid? Who is mainly benefiting
from the factory work, why?
(Apply)

3A. Like the cartoon shows, the workers in the factory are being paid low wages, even
though they are working non-stop practically all day. The factory owners, and even
higher up, controllers of trusts, are benefitting from the oppression of the lower class.

Station 2
1B. Read the 1st page of the
document, Child Labor in the
Canning Industry by Lewis W.
Hine. Why does he say that the
children are unfit for the work he

1B. Children are too small to be doing the physical work that they are doing. It is not
mentally healthy for children to be playing one day, and then forced to do physical work
the next. He gave the example of a cannery that does not require permits for child labor,
showing the weakness of a flexible system already in place. The machines they work
around are hazards, and they are carrying boxes and crates that are too heavy. Some

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is describing? (Understand)

have to work long hours in the hot sun. Their sleep schedules are irregular, which is
dangerous for development.

2B. In the document, Hine


mentions how the cannery hires
children before they even have
permits (permission to work)
when it is supposed to be the
other way around. Why do you
think it is important to have
strict rules and regulations for
workers?

2B. Without rules or regulations, companies can take advantage of workers, such as
children, who cannot fight or support themselves for their own benefit.

3B. Looking at this excerpt from


page 3 of the letter, Hine
mentions that the children only
go to school some. What are
long-term consequences children
may face from industrial work
like this, especially if school is
not a priority? (Understand)

3B. It is said that the children are not regularly attending school, because of the days
they need to put into working. Growing up without an education will force them into the
cycle of wage work, that they are currently in. The dangers of work can also physically
harm them, possible leaving them with a physical disability when they are older.

4B. In this document, child


labor and wage work is being
compared to slavery. Are there
any similarities you see between
the two? Think back to our unit
on slavery. How are child
labor/wage work still different
than slavery? (Analyze)

4B. Wage work can be compared to slavery in the lens that the workers feel trapped by
the debt they have, and are forced to continue working for the small wages they earn.
They cannot afford not work, but are never financially stable. They work in harsh
conditions, and work long hours. Children are forced to work to support their families,
similarly to how child slaves also were forced to work. They are still different because
slaves were held against their will, sold, and viewed as property. Most slaves were paid
nothing, and had to endure harsher conditions and punishments than the workers in the
document.

Station 3
1C. Lewis Hine was a renowned

1C. The children in the images are extremely young. They are working in all types of

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photographer known for taking


pictures of child labor all across
America. Look at these images,
and their captions. What strikes
you the most? (Apply)

environments. Many are dirty, and look uncared for. These young kids have to work
extremely long hours. Some worked illegally. Its strange to see small children in places
adults are usually pictured.

2C. Which do you think are


more powerful, the pictures, or
his written description of child
labor in the document you read?
Explain your reasoning. (Apply)

2C. I believe the pictures are more powerful than the document. The visual of seeing the
children in their work environment shocks me more than reading the words on the page.
I can better visualize the harshness and cruelty the kids had to face by looking at the
images.

3C. Hine lists many different


industries/environments
children were working in. Please
name at least 3 workplaces listed
in the document, or the pictures.
Are these work environments
safe for children? (Understand)

3C. Oyster shell shucking, canning, coal mines, selling newspapers, picking cotton,
shoe polishing, construction, tobacco fields, factories, mills. No, many of these
environments have dangerous indoor conditions, or dangerous outdoor conditions since
the children are working for so long. Coal mines, cotton and tobacco field, and factories
and mills can all physically harm a child, as well as mentally harm.

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A3: Station check-up

Formative: After the first station


is completed (the timer will go
off), the teacher do a quick
check for understanding at each
of the stations.
The teacher will ask each group
to tell them one key takeaway
from their completed station.

A4: Exit Ticket- Class


Conversation

LO1 (Analyze) LO2 (Apply)


Station 1: Working conditions during the Industrial Age were cramped, with workers
being paid low wages for a large amount of hours worked. Large trusts took advantage
of the lower/middle class because of their economic and political power.
Stations 2 and 3: Child labor occurred in many different types of industries, and it was
common. May worked in hazardous conditions that were unsafe for small children for
little pay. Families had children work to help their struggling finances. Because of work
hours, child laborers grew up without regularly attending school.

LO1 (Analyze) LO2 (Apply)


Formative: Once the stations are
done, we will anchor the
students learning by having a
quick class discussion about
what they learned in class that
day.
1. Can 2 people share 1 major
take-away from the day that
connects to all 3 stations
(Apply)?

1. The new way that products were being made was both beneficial and harmful.
Different social classes were affected in different ways. The middle/upper class was able
to get more products quicker, but at the cost of the lower class, who had to work in poor
conditions. Child labor was a source of cheap and effective work, and these small
workers were taken advantage of. Because of the low wages they were paid, this new
sect of workers changed how products could be produced.

2. Lets think about our essential


question. After our lesson today,
has your opinion on the question
Industrial Revolution: Blessing

2. No it has not changed my opinion. The Industrial Revolution sparked our industry
and greatly improved what and how we can produce. We wouldnt have what we have
today if it did not take place. Yes, it has changed my opinion. The conditions that
workers, and even worse, children, had to work through were too poor that I cant view

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or Curse? (Taken from Dr. Tami


Augustine) changed? (Apply).

the Industrial Revolution in a positive light. I think the Industrial Revolution is both a
blessing and a curse.

Instructional Procedures/Steps
Each portion of this section should be aligned with learning objectives. Note when you are addressing a learning objective and when enacting an assessment.

Opening
_____6_____ Minutes
-

Hook?
Activate prior
knowledge?
Communicate LOs?

Teacher will

Student will

Include instructional practices, questions you will ask, checks for


understanding, differentiation, evidence of culturally responsive teaching
practices.

What will students be doing?


What evidence of learning will students demonstrate?
Student-centered learning/opportunities for practice and application.

Teacher will have post-its/notecards numbered 1 through


10 ready to hand to students as they walk in the door.
Have the stations packet ready for the students to take as
they walk in. Write on the board to take one of these
packets. There are 31 students in the class, so there will
be one group of 4. Desks will be in clusters of 3, with a
number 1 through 10 on each one. Students will be
competing DBQ packet in their groups of 3. The images
are already in their packet, but the groups will need to
access the video through a QR code, which is hung
around the room. For the opening, have the political
cartoon already projecting on the board, with directions

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to answer the first 2 questions in the packet, correlating


with the political cartoon projecting on the board and in
the packet. As students are entering the room, teacher
will read aloud the instructions for the opener multiple
times until everyone is sitting down and writing. The
opener will help transition into activating prior
knowledge and allows students to begin class with
writing their own thoughts and connections to the image.
1. Political Cartoon
After repeating directions as students sit
down, give them 5 minutes to informally
write their thoughts about the political
cartoons message.:
Cartoon found here:
http://historianproject.blogspot.com
1. Who are the men gathered around the large block?
What do you think they are doing?

2. What do you think is this cartoons message?


Relate your answer to what we learned in class the
last 2 days. (Analyze)

Ask for 3 volunteers to share what they wrote.


Ask students:
A. How did the Industrial Revolution change the way
products are made? (Understand)
B. What helped start this new manufacturing
revolution? (Understand)
These two questions are meant to activate prior
knowledge, in preparation for the main activity.
Switch to the slide with the learning objectives, and
read them to the class so they are aware before our
main activity.

1. Students will take notecard with their number on it and sit in


cluster of desks with their number in the middle. They will
begin reflection.

1. One of the men is labored Northern Capitalist, so I think all


of the other men are powerful business owners. They appear to
be reading or writing on a paper with information on it, and
they are at an auction. They are auctioning off the children,
similarly to how slaves were sold.
2. The cartoons message revolves around the horrors of child
labor. They are also making a connection between child laborers
and slavery, similarly to station 3. Children are being taken
advantage of to produce goods for extremely low wages while
working in very bad conditions

A. Products were made more efficiently, in highproduction factories, instead of the home.
B. New inventions streamlining production,
influx of immigrants.

Students read the learning objectives as teacher reads them


aloud.

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Switch slides to show important


vocabulary to look for in readings, and to
incorporate in class discussions and
answers. Vocab: Primary source, Industrial
Revolution, child labor, trusts, factories,
wages, slavery, craft-work, upper-class,
lower-class

To transition, tell students they are seated


with their group for our main classroom
activity today. Explain how we will be
analyzing primary sources to see how this
new way of manufacturing affected
working conditions.
Students are in groups to facilitate discussion and to
accommodate their social needs.
Instruction
__40________ Minutes
Procedures and steps to the
lesson.
Strategies?
Assessments?
Q & A?
Evidence of
learning?
CRP?
Planned supports?
Transitions: Identify when
you are transitioning and how
you will make that a smooth
transition?

Explain to students that there are 3 stations. Each station


has larger images of what is in their packet. These are
printed out and labeled Station 1, 2, or 2 around the
room. There are 3 different print-outs for each station
around the room. Tell students that after about 13
minutes, the teacher will recommend groups switch
stations to stay on track. Also include that station 2 will
probably take the longest, and to save time for that one.
The stations are taped around the room so all groups can
start where they wish, and can take the time they need
for each station so every group doesnt need to move at
once.
1. A1, LO1, LO2.
Each group will use their I-pads to scan
the video QR code or look at the images at
their first station.. Tell the class that
groups need to discuss each question on
the worksheet, but fill in the answers

Students are beginning their first station,


looking at the primary sources and discussing
with their group.

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individually as each student is turning


theirs in at the end of class.
Explain that the first station will be on a
timer-they will have 13 minutes. Once the
timer goes off, we will have a quick class
check for understanding. After that, the
students need to pace themselves. These
instructions are also on the PowerPoint for
students to see.
As groups are discussing the questions on
the worksheet, teacher should be walking
around the classroom listening and
guiding groups if they need help.
Set the timer for 13 minutes as they
begin.

Station 1
https://www.loc.gov/item/96522217

If groups are struggling to answer the


questions for station 1, use these
questions to get them back on track:
1. How would you feel if you were working
in the factory shown in the video? Do you
enjoy doing repetitive work with no
breaks? (Understand)
2. People used political cartoons to
communicate ideas and controversies of
the time period. This is a metaphor for
larger issues as hand. What is the cartoon
saying about the relationship between
these huge companies, and the people
they serve and employ? How do the
players represent the trusts? (Understand)

1. I would feel cramped and nervous. It is a fastpaced atmosphere. I wouldnt want to mess up.
I would get bored doing the same thing for
hours.
2. The large companies are taking advantage of
the workers and the customers. The trusts are
heavy and big, representing their size and
power.

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Questions for station 1 on the worksheet:


1A. Watch the video of a working factory. While the
video has no color or sound, how do you feel when
watching the workers? What do you think you would
hear or smell if you were there? What conditions are
shown? How would this type of work differ from craft
work (working in the home)? (Understand)

2A. Look at the political cartoon. What do the baseballs


represent? What are they being thrown at? (Analyze)

1A. The work is repetitive, with all of the workers doing the
same thing. They work in tight rows, and it appears that a
supervisor is walking down the aisle making sure everything is
running smoothly. It looks like the working space only has very
windows, and mostly women are shown working. I think I
would smell a musty factory smell, because there are so many
people and no fresh air. They are working quickly and without
any pauses. This works differs from craft work because the
creative process is more efficient, and much faster. People are
being paid wages, and do not choose their own hours. The work
environment is fast-paced and strict.

2A. The players, represented by large trusts, are throwing


metaphorical baseballs representing low wages, high prices, and
oppression at The Common People. The person in the middle
represents the lower/middle-class workers who suffer from low
wages because of the control of the large trusts.

3A. Connect the cartoon to the short video you just


watched. What types of wages do you think the workers
are being paid? Who is mainly benefiting from the
factory work, why? (Apply)

3A. Like the cartoon shows, the workers in the factory are being
paid low wages, even though they are working non-stop
practically all day. The factory owners, and even higher up,
controllers of trusts, are benefitting from the oppression of the
lower class.

2. A3 , LO1, LO2.
After the timer goes off, get the classs attention and ask
each group to share one key takeaway from their
completed station. Have each group stand up, and once

Station 1: Working conditions during the Industrial Age were


cramped, with workers being paid low wages for a large amount
of hours worked. Large trusts took advantage of the
lower/middle class because of their economic and political

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they answer they are allowed to sit.


These key takeaways will assist the teacher in monitoring
students success and progress as they complete the
activity.

Station 2
If groups are struggling to answer the
questions for station 2, use these
questions to get them back on track:
1. Because of very low wages, many
families barely met ends meet. Why would
this influence children beginning to work
at younger and younger ages?
2. What do you remember about our unit
on slavery? Many families feel trapped in
debt, and cannot afford to leave their poor
working conditions. Because of this, why
would they compare themselves to
slaves?
Questions for station 2 on worksheet:
1B. Read the 1st page of the document, Child Labor in
the Canning Industry by Lewis W. Hine. Why does he
say that the children are unfit for the work he is
describing? (Understand)

2B. In the document, Hine mentions how the cannery

power.
Stations 2 and 3 : Child labor occurred in many different types
of industries, and it was common. May worked in hazardous
conditions that were unsafe for small children for little pay.
Families had children work to help their struggling finances.
Because of work hours, child laborers grew up without
regularly attending school.

1. To make more money as soon as possible,


families will utilize their children as laborers.

2. The families do not feel free. They feel


trapped to whoever is overseeing them, and
work in harsh conditions.

1B. Children are too small to be doing the physical work that
they are doing. It is not mentally healthy for children to be
playing one day, and then forced to do physical work the next.
He gave the example of a cannery that does not require permits
for child labor, showing the weakness of a flexible system
already in place. The machines they work around are hazards,
and they are carrying boxes and crates that are too heavy. Some
have to work long hours in the hot sun. Their sleep schedules
are irregular, which is dangerous for development.
2B. Without rules or regulations, companies can take advantage
of workers, such as children, who cannot fight or support
themselves for their own benefit.

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hires children before they even have permits (permission


to work) when it is supposed to be the other way around.
Why do you think it is important to have strict rules and
regulations for workers?
3B. Looking at this excerpt from page 3 of the letter,
Hine mentions that the children only go to school
some. What are long-term consequences children may
face from industrial work like this, especially if school
is not a priority? (Understand)

3B. It is said that the children are not regularly attending school,
because of the days they need to put into working. Growing up
without an education will force them into the cycle of wage
work, that they are currently in. The dangers of work can also
physically harm them, possible leaving them with a physical
disability when they are older.

4B. Wage work can be compared to slavery in the lens that the
workers feel trapped by the debt they have, and are forced to
4B. In this document, child labor and wage work is
continue working for the small wages they earn. They cannot
being compared to slavery. Are there any similarities you afford not work, but are never financially stable. They work in
see between the two? Think back to our unit on slavery.
harsh conditions, and work long hours. Children are forced to
How are child labor/wage work still different than
work to support their families, similarly to how child slaves also
slavery? (Analyze)
were forced to work. They are still different because slaves
were held against their will, sold, and viewed as property. Most
slaves were paid nothing, and had to endure harsher conditions
and punishments than the workers in the document.
Station 3
http://www.loc.gov/pictures/static/data/nclc/resources/im
ages/canneries3.pdf
http://www.dailymail.co.uk/news/article-2305630/LewisHine-Harrowing-images-child-labourers-children-youngforced-breaking-work-fields-factories-mines.html

If groups are struggling to answer the


questions for station 3, use these
questions to get them back on track:

1. What usually affects peoples emotions more, pictures


or words? Why?
2. Youre in 8th grade. A lot of the kids who are working
are younger than you. Would you feel safe yourself?

1. Pictures, because most people rely on their sense of sight.


2. No I wouldnt, I cant believe kids that young would work in
these environments.
1C. The children in the images are extremely young. They are

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Questions for station 3 on worksheet


1C. Lewis Hine was a renowned photographer known for
taking pictures of child labor all across America. Look
at these images, and their captions. What strikes you the
most? (Apply)

2C. Which do you think are more powerful, the pictures,


or his written description of child labor in the document
you read? Explain your reasoning. (Apply)

working in all types of environments. Many are dirty, and look


uncared for. These young kids have to work extremely long
hours. Some worked illegally. Its strange to see small children
in places adults are usually pictured.

2C. I believe the pictures are more powerful than the document.
The visual of seeing the children in their work environment
shocks me more than reading the words on the page. I can better
visualize the harshness and cruelty the kids had to face by
looking at the images.

3C. Oyster shell shucking, canning, coal mines, selling


newspapers, picking cotton, shoe polishing, construction,
tobacco fields, factories, mills. No, many of these environments
3C. Hine lists many different industries/environments
have dangerous indoor conditions, or dangerous outdoor
children were working in. Please name at least 3
conditions since the children are working for so long. Coal
workplaces listed in the document, or the pictures. Are
mines, cotton and tobacco field, and factories and mills can all
these work environments safe for children? (Understand) physically harm a child, as well as mentally harm.

As students finish up their 3rd and final station, project

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the two questions for class discussion on the board,


including the unit essential question for reference.

Closure
____6______ Minutes

A3, LO1
1. Closing Class Discussion

Once the stations are done, we will anchor the students


learning by having a quick class discussion about what
they learned in class that day. When students are seated
and ready, ask the first question.

Assess?
Wrap up?
Set-up?

1. Can 2 people share 1 major take-away from the day


that connects to all 3 stations (Apply)?
When students answer, ask if they can reference which
station they are taking their knowledge and inference
from.

2. Lets think about our essential question. After our


lesson today, has your opinion on the question Industrial
Revolution: Blessing or Curse? (Taken from Dr. Tami
Augustine) changed? (Apply).

Before the students leave, tell them that for the next class
they need to do 2 things:
1. They need to answer the essay question at the end of

1. The new way that products were being made was both
beneficial and harmful. Different social classes were affected in
different ways. The middle/upper class was able to get more
products quicker, but at the cost of the lower class, who had to
work in poor conditions. Child labor was a source of cheap and
effective work, and these small workers were taken advantage
of. Because of the low wages they were paid, this new sect of
workers changed how products could be produced.
2. No it has not changed my opinion. The Industrial Revolution
sparked our industry and greatly improved what and how we
can produce. We wouldnt have what we have today if it did not
take place. Yes, it has changed my opinion. The conditions that
workers, and even worse, children, had to work through were
too poor that I cant view the Industrial Revolution in a positive
light. I think the Industrial Revolution is both a blessing and a
curse.

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the packet for homework. It wont be due for a few days,


but it will help you prepare for class tomorrow.
2. Think about their answer to the essential question.
Pick 1 side, and support it with evidence taken from the
unit.
3. Look for images that will go along with evidence that
will support your answer of the essential question. Tell
them we will be making a pictogram, and that the more
prepared you are the more efficient you will be
tomorrow.
Ask for a volunteer to repeat what you just said to the
class, then show those directions on the board before
students leave.

One student repeats directions before teacher shows them on the


board.

Have students leave their packets in the middle of their


tables.

Modifications/Accom
modations/Enrichment
Differentiation: How will
you provide students with
specific learning needs
instructional support? How
will you provide students
access to learning?

IEP Students: Student has high social and academic anxiety. Accommodations: preferential seating, directions recued, small
group setting. Lessons must include tactile, verbal, auditory, and visual instruction. For this lesson, she will benefit from a
small group setting, and having a variety of primary sources to enrich her learning. Movement will lessen anxiety as well.
Teacher will walk around, checking on groups to lessen her anxiety of doing something wrong. Teacher will check on
student at all 3 stations and give feedback on the work that has been completed and ask student any questions needed. Give
the student specific instructions for each station before the student begins.
504 Plans: N/A
ELL Students: There are written directions for all instructions, and dictionaries are provided for ELL trial mainstream
students. Working in a small group setting will give them the support from other students, so they can ask questions if
needed. Have the edited Lewis Hine letter ready, in case the students need it.
Gifted/Talented: This class is a gifted and talented cluster. This lesson is based on many reflection questions intended to
facilitate critical thinking. The workload is heavy for this lesson, and students are generally pacing themselves. Students are

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interpreting challenging primary sources and are making connections as they go to each station.
Struggling Students: One repeat 8th grader is in this class. The small group setting and task-oriented class will keep him
motivated. All instructions are read aloud, for struggling readers, and projected on the board. Have the student read with a
partner at each of the 3 stations.

Academic Language
What language function do
you want students to develop
in this lesson?
What vocabulary do students
need to support learning of the
learning objective for this
lesson?
What supports do you have in
place to assist students with
AL?

Identify
Language Function:
Interpret
Vocabulary:
Primary source, Industrial Revolution, child labor, trusts,
factories, wages, slavery, craft-work, upper-class, lowerclass

Planned Supports
Language Function:
Students are interpreting primary sources at each station, groups
discuss their own interpretations to enhance discussion, students
interpret political cartoons
Vocabulary: Guiding questions have important vocabulary
bolded on the handout. Questions on the handout prompt the
students to use vocab terms in their writing and during small
group and class discussions. Important vocabulary to know is
listed in the beginning of class, after the learning objectives.

Syntax or Discourse? Discourse


Syntax or Discourse? Students have multiple opportunities to
explain thinking through both discussion and writing, as they
interpret the primary sources. Students are responding to short
answer prompts using bolded vocabulary and discussing the
answers to these short answer prompts in their small groups.
During class discussion, students are supporting answers with
evidence/vocabulary from the stations.

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