Program Information / [Lesson Title]
Labor Unions / TEACHER NAME
Stephanie Schab / PROGRAM NAME
Parma City Schools
[Unit Title]
Essential Component #6: Instruction and Job Training Services / NRS EFL(s)
3 – 6
Can be adapted for ABE students / TIME FRAME
120 minutes
Instruction / ABE/ASE Standards – English Language Arts and Literacy
Reading (R) / Writing (W) / Speaking & Listening (S) / Language (L)
Foundational Skills / R.3.2 / Text Types and Purposes / W.3.2 / Comprehension and Collaboration / Conventions of Standard English / L.2.2
L.3.2
L.4.2
Key Ideas and Details / Production and Distribution of Writing / W.2.4
W.3.3
W.3.4 / Presentation of Knowledge and Ideas / Knowledge of Language / L.3.3
L.4.3
Craft and Structure / R.2.6 / Research to Build and Present Knowledge / W.3.6 / Vocabulary Acquisition and Use / L.3.4
L.3.6
Integration of Knowledge and Ideas / Benchmarks identified in RED are priority benchmarks. To view a complete list of priority benchmarks and related Ohio ABLE lesson plans, please see the Curriculum Alignments located on the Teacher Resource Center (TRC).
LEARNER OUTCOME(S)
  • Students will learn the importance in history in understanding the efforts to prevent unfair and unsafe working conditions, by reading primary sources to explore the cause of the creation of the labor unions.
  • Students will use a graphic organizer to understand their current knowledge on the topic of labor unions, and will develop their critical thinking by engaging in the activities throughout this lesson plan.
  • Students will increase non-fiction reading and understanding to workplace situations by analyzing and reviewing examples of events in history that occurred as a result of unsafe working conditions.
  • Students will complete a final writing assignment that will assess their knowledge of the classroom activities, and drive them to write with evidence and strategies.
/ ASSESSMENT TOOLS/METHODS
  • Reflection Activity student answers
  • Student discussion
  • Student answers to Check-In Assignment A
  • Final writing assignment

LEARNER PRIOR KNOWLEDGE
  • Civil rights and history understanding
  • Discrimination and equal rights
  • Critical Thinking and analyzing content
  • Writing
  • Understanding purpose, summary, inference, conclusion, etc.

INSTRUCTIONAL ACTIVITIES
  1. Warm-up Activity: Reflection Activity (copyright information provided in resource section of lesson plan)
  2. Project the Reflection Activity for the students to see.
  3. Have your students brainstorm some themes/ideas about this picture. Try to answer these questions using only prior knowledge:
  4. Who
  5. What
  6. When
  7. Where
  8. Why
  9. Why do you think we are looking at this picture?
  1. After the class discussion, distribute copies of pgs. 208 – 209 from Common core achieve: Mastering essential test readiness skills(Social Studies).
  2. The significant question we are looking to answer from this reading is: “Why were labor unions developed?”
2.Before you begin reading as a group, pass a copy of the graphic organizer on pg. 366 from Common core achieve: Mastering essential test readiness skills(Social Studies).
  1. Begin to fill out parts of this organizer. This is going to be used as a working document throughout this lesson plan.
  2. What do students know about labor unions? Do they have personal knowledge, statistics, thoughts, and ideas to add to their graphic organizer?
  3. What do students want to know about this topic? Suggestion: Do all countries have labor unions? What would they want to know about this topic?
  4. The next 2 columns, will come later on during class.
3.Begin to read as a class on pg. 208.
  1. The key is not just to focus on reading. Develop questions and conversations with your students after each paragraph to ensure that students are comprehending the material.
  2. Focus points for discussion include:
  3. Purpose
  4. Point of View
  5. Themes
  6. Summarizing
  7. Drawing conclusions
  8. Creating inferences
  9. Making connections
4.At this point, students should refer back to their graphic organizer, and add to column 3 (What I learned).
5.Now distribute the Check-In Assignment A. This will be the first formal assessment to see how your students are progressing through the unit. Have students complete and turn-in when finished. Review answers to make sure students are understanding the main idea of this lesson.
6.Digging Deeper: Project Remembering the 1911 Triangle Factory Fire on to the screen for the students to view. Read to your students, and then discuss vocabulary. *Some of the upcoming content is intense*If computers are not available, print the article out.
  1. Read the article as a class.
  2. Display pictures to show some visuals for working conditions prior to this accident and other accidents.
7.Explore more examples of unfair labor with use of videos.
  1. Watch The Fight to End Child Labor
  2. WatchHistory of Labor Day
8.Discussion. Referring back to Graphic Organizer that students had created. What do students still want to know? What are the additional questions?
9.Final writing assignment: Review and distribute final assignment. Depending on time remaining in class, this could be a homework assignment. Collect when finished and provide feedback. / RESOURCES
Reflection Activity (attached)
Computer with Internet access
Projector, ability to project
Speakers
Student copies of pgs. 208 – 209
Common core achieve: Mastering essential test readiness skills(Social Studies). (2015). Columbus, OH: McGraw-Hill Education.
Student copies of pg. 366
Common core achieve: Mastering essential test readiness skills(Social Studies). (2015). Columbus, OH: McGraw-Hill Education.
Student copies of Check-In Assignment A (attached)
Cornell University. (n.d.). Remembering the 1911 Triangle Factory Fire. Retrieved from
History. (n.d.). The Fight to End Child Labor. Retrieved from
History. (n.d.). History of Labor Day. Retrieved from
Warm-up Reflection PowerPoint Activity sources:



“New York Fire Kills 148: Girl Victims Leap to Death from Factory.”Chicago Sunday Tribune. March 26, 1911. From Cornell University Kheel Center. (accessed March 1st, 2017).
Student copies of Final Writing activity (attached)
DIFFERENTIATION
  • Have ABE students work with instructor, or tutor if available
  • Rewordify.com (to decrease text difficulty)

Reflection / TEACHER REFLECTION/LESSON EVALUATION
ADDITIONAL INFORMATION

Reflection Activity

Check-In Assignment A

Answer the following question using at least one complete sentence. How did the negative effects of industrialization help create labor unions and end unfair and unethical labor laws?

______

______

Who were some of the people who were impacted by the creation of labor unions? List some ideas below:

______

Final Writing Activity:

  1. What are some of the illegal or unethical events that are still happening in the workforce in 2017?
  2. What could we do to prevent these issues?
  3. Why are these enduring issues still not completely resolved?
  4. What is your solution to make the workforce a better place, and a safer place? Present some strategies and evidence to support your answer.

1

Ohio ABLE Lesson Plan – Labor Unions