Investigation: Triangle Shirtwaist Factory Fire (Station-Learning and Research)

Investigation: Triangle Shirtwaist Factory Fire (Station-Learning and Research)
Investigation: Triangle Shirtwaist Factory Fire (Station-Learning and Research)
Investigation: Triangle Shirtwaist Factory Fire (Station-Learning and Research)
Investigation: Triangle Shirtwaist Factory Fire (Station-Learning and Research)
Investigation: Triangle Shirtwaist Factory Fire (Station-Learning and Research)
Investigation: Triangle Shirtwaist Factory Fire (Station-Learning and Research)
Investigation: Triangle Shirtwaist Factory Fire (Station-Learning and Research)
Investigation: Triangle Shirtwaist Factory Fire (Station-Learning and Research)
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Lesson: Triangle Shirtwaist Factory Fire Investigation Day Two (Station Learning)

*Goes along with the Triangle Shirtwaist Factory Fire Gallery Walk (Day 1); during this lesson students will research/analyze primary and secondary sources to answer questions they generated during the Gallery Walk (and to find additional information they find interesting/important to understanding this topic).

Unit: Progressive Era

Level: 8th and 11th Grade American History (General Education/Inclusion)

*Includes original documents (for General Education) and modified/differentiated documents (for Inclusion/Special Education)

Objectives:

Students will be able to investigate pivotal questions concerning the Triangle Shirtwaist Factory Fire and its aftermath [Analysis].
Students will be able to hypothesize what occurred as a result of the Triangle Shirtwaist Factory Fire [Synthesis].

Aim: What can primary and secondary sources teach us about the Triangle Shirtwaist Factory Fire and its aftermath?

Activities:

1) Class Discussion: Students will briefly discuss their hypothesizes about what caused the Triangle Factory Fire and what happened as a result of it. The teacher will briefly discuss the pivotal questions that the students formulated yesterday for homework.
2) Station Learning: Students will be researching these questions (and finding at least 5 interesting facts) using primary and secondary sources displayed at different stations. (Students will have the option of investigating the Fire using the source they found for homework - at one of these stations - instead of the teacher-provided source.) Students will rotate from station to station; they will have 7 minutes at each station. Stations #1 and #3 are primary source documents: one contains stories from survivors and witnesses and the other is a document about various warnings prior to the fire. Students will answer the guiding questions on station #1 and #3’s worksheets before researching their questions. At Station #2, students will watch a short documentary about the fire (https://www.youtube.com/watch?v=dvKrkCLl_0U) and listen to a song about the fire (https://www.youtube.com/watch?v=AAeHRtWcaKE). Station #4 is an interactive website where students can explore the building and listen to audio interviews from survivors and rescuers (http://trianglefire.ilr.cornell.edu/story/introduction.html).
3) Class Discussion: The teacher will begin a class discussion where the students discuss what they have learned about the Triangle Shirtwaist Factory Fire. Special attention will be paid to the pivotal questions the students formulated during the previous day’s lesson. The teacher will also ask students whether they think the fire could have been prevented and if they agreed with the verdict against the Company’s owners.
4) Closure: Students will be asked to summarize what occurred at the Triangle Shirtwaist Factory as well as its causes and effects. The teacher will collect the students’ activity packet for assessment.

*Students should finish for homework if they are not done. Packet will be collected for a grade/assessment.

Materials
1) KWL Activity Packet: Triangle Shirtwaist Factory Fire worksheet
2) Computers set up at Stations # 2 and #4
3) Station Worksheets: 1) “Stories of Survivors” and 2) “Warnings” (at Stations #1 and #3) - different colors if possible

Assessment:
- The teacher will be able to assess whether students were able to achieve the lesson objectives through their comments during the class discussions.
- The teacher will be able to assess the students’ overall analytical skills and comprehension of the Triangle Shirtwaist Factory Fire from their responses to the “do later” activity for the following day’s lesson (conclusion of this lesson).
- The teacher will be able to evaluate her teaching strategies and the students’ understanding of the behavioral objectives through the homework and a unit exam.

Sources:
“Introduction: Triangle Shirtwaist Factory Fire”. PBS. 2013 .
“Remembering Triangle Shirtwaist Factory Fire.” WNYC. .
Power, James. “Triangle Factory Fire Song.” .
“Stories of Survivors; Witnesses and Rescuers Outside Tell What They Saw.” New York Times, 26 March 1911, p. 4.
“Warnings”. Leon Stein, The Triangle Fire (New York: A Carroll & Graf/Quicksilver Book, 1962), pp.26-28.
“Remembering the 1911 Triangle Factory Fire.” Cornell University. .

Standards:
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.
2) CCSS.ELA-LITERACY.RH.6-8.5
Describe how a text presents information (e.g., sequentially, comparatively, causally).
3) CCSS.ELA-LITERACY.RH.6-8.6
Identify aspects of a text that reveal an author's point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).
4) CCSS.ELA-LITERACY.RH.6-8.7
Integrate visual information with other information in print and digital texts.
5) CCSS.ELA-LITERACY.RH.6-8.8
Distinguish among fact, opinion, and reasoned judgment in a text.

Total Pages
15 pages
Answer Key
N/A
Teaching Duration
40 minutes
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