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Industrialization of the American Landscape -
Language Arts Lessons


Text
Threaded Big Idea
Poetry can be used as a vehicle to relate the experience of the American worker during the Industrial Revolution
Essential Question
How does the poet capture the experience of the American worker?
Learning Cycle
Lesson Title & Description
Objective
Students will:
Class period & week
Engage

Chalk Talk
Students will perform a “chalk talk” to purge their ides, perceptions, and observations of the working world.

1. Students will be able to complete a “Chalk Talk” as a way to share their insights, perceptions and observations of the working world.

2. Students will be able to complete a “Chalk Talk” to gain a class wide understanding.

3. Students will be able to express their personal insights of the working world in a piece of reflective writing.

1 class period
Week 1

Explore

Sandburg Study
Students will look at several poems by Carl Sandburg and the commentary he makes about the experiences of the American worker during the Industrial Revolution

1. The students will be able to examine and share their perceptions to a variety of poems by Carl Sandburg.

2. The students will demonstrate their comprehension of the poems by answering questions about the poetry through a class discussion.
2 class periods
Week 1
Explain

Poetic Analysis
Students will learn specific skills on how to perform poetic analysis.

The students will be able to write a poetic analysis on a poem by Carl Sandburg.

5 class periods
Week 1-2

Apply

Poetry Writing
Students will write poetry, modeled after Sandburg that captures the experience of a worker that they know of.

1. The students will compose a piece of poetry.

2. The students will share their poem(s) with their colleagues.
2 class periods
Week 2
Project
     

 

Big Idea
Narrative writing that depicts the experience of a child laborer.
Essential Question
How does a narrative capture the experiences of the American worker.
Learning Cycle
Lesson Title & Description
Objective
Students will:
Class period & week
Engage

Slide Show
Students will see a slide show of pictures that depict the child laborer

1. The students will observe a slide show of child laborers.

2. The students will share their reactions to the slide show.

1 class period
Week 3

Explore

The Experience of the Child Laborer
Students will read a collection of readings about the experience of the child laborer

1. The students will make discoveries about the child laborer through a selection of readings.

2. The students will make connections between the readings.

1 class periods
Week 3

Explain

Narrative Nuts and Bolts
Students will learn the how to of narrative writing.

The students will be able to identify the parts of a narrative story.

1-2 class periods
Week 3
Apply

Narrative Writing
Students will write create their own narrative about a child laborer

The students will compose a narrative story.
5 class periods
Week 3-4
Project
     

 

Big Idea
The fictional writing adds insight into the working conditions during the Industrial Revolution.
Essential Question
What were conditions like for factory worker during the Industrial Revolution?
Learning Cycle
Lesson Title & Description
Objective
Students will:
Class period & week
Engage

Slide Show
Students will see a slide show of pictures that depict the working conditions during the Industrial Revolution with an emphasis on the meatpacking industry and respond in writing.

1. The students will observe a slide show of adult laborers.

2. The students will share their reactions to the slide show.

1 class period
Weeks 4

Explore/Explain

The Jungle and Readers Response
Students will read and excerpt from Upton Sinclair’s famous novel. In groups, students will respond to the reading using a jigsaw.

1. The students will discover the conditions that many workers faced during the Industrial Revolution.

2. The students will work collaboratively to explain and identify key elements from Chapter 14.
3 class periods
Week 5
Apply

Conditions of Today
Students will use library research to look for evidence of contemporary working conditions, with a focus on editorials. Students will look for at least 3 examples and report to the class.

1. The students will use the library to conduct research into the current working conditions of today’s worker

2. The students will identify any connections between their findings and the in-class readings of The Jungle

3. The students will report their finding to their colleagues.
2 class periods
Week 5
Project
     

 

Big Idea
Editorials used specific elements to expose the deplorable working conditions and eventually led to reformation.
Essential Question What is an editorial and how can it be used to expose conditions that are less than acceptable.
Learning Cycle
Lesson Title & Description
Objective
Students will:
Class period & week
Engage

The Editorial
Students will read examples of editorials and compare similar qualities

1. The students will recognize the similarities between several editorials.
The students will summarize and outline the arguments presented in several editorials.

2. The students will compare and contrast the arguments presented by several editorials on the same topic.

3. The students will cluster the similarities found between several editorials.

1 class period
Week 6

Explore

The Parts of an Editorial
Students will look at the elements of a powerful editorial

The students will be able to recognize the elements of an effective editorial.
1 class periods
Week 6
Explain

The Editorial Revisited
Students will look again at the excerpt from The Jungle and the editorials they found in the library and apply their knowledge of editorials

1. The student will identify the elements of and types of editorials.

2. The students will recognize the elements within an editorial that makes it powerful.

1-2 class periods
Week 6

Apply

Editorial Writing
Students will write an editorial

1. Students will write an editorial about a current issue.

2. Students will use the library to research their topic.

3. Students will peer edit their colleagues work.
3-4 class periods
Week 6-7
Project
Wildcat Dumping Site
This project serves as a conclusion to the unit. It is a cumulating activity allowing students to draw on ideas discussed in the last few weeks.
 1. The students will research the impacts of illegal dumping sites on the environment and members of the society.

2. The students will compose an editorial from the perspective of a member of society that exposes the effects of illegal dumping and persuades readers to take action.
 
3-4 class periods
Week 7

 


PULSE is a project of the Community Outreach and Education Program of the Southwest Environmental Health Sciences Center and is funded by:


an
NIH/NCRR award #16260-01A1
The Community Outreach and Education Program is part of the Southwest Environmental Health Sciences Center: an NIEHS Award

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LOGO - NIEHS Center LOGO - NIEHS

Supported by NIEHS grant # ES06694


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Last update: November 10, 2009
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