by Christina Smart Meigs, Triad Middle School
Grade 8-Language Arts
Objectives:
- Research the Triangle Shirtwaist factory fire using primary and secondary sources
- Analyze artifacts
- Synthesize and interpret a wide array of information using argument, narrative or informative writing skills.
Common Core Writing Standards for Literacy in History/SS:
- Write informative/explanatory texts including the narration of historical events. (2 a-f)
- Students should be able to incorporate narrative elements effectively into their analysis of individuals or events of historical importance.
- Produce clear and coherent writing appropriate to task, purpose and audience.
- Develop and strengthen writing as needed by planning, revising, editing.
- Use technology/Internet to produce and publish writing.
- Conduct short research projects, drawing from several sources.
- Gather relevant information from multiple print and digital sources.
Materials/Resources/Links:
- Computer/Internet access for teacher and students
- Copies of Spiral questions-If copies are unavailable utilize web presentation; have students write answers on their own paper.
- Approved district grade level rubric for narrative, argument and informational writing
Timeframe:
- A day or two for initial introduction/research/spiral questions (dependent upon block or non-block scheduling)
- A week to two weeks to allow time for writing workshop on chosen writing assessment.
What is a shirtwaist?
- Intro (whole group): Turn and talk (with partner or group depending)—What is a shirtwaist? How is it used? Why was it a disaster? In what year was it used? Sketch it.
What was the disaster?
- Triangle Shirtwaist Factory Fire Research—(This is a start, search for additional reputable sources after you have exhausted my short list.)
- Post Fire Events and Consequences
Assessment Options
Argument Writing:
- Develop thesis: Argue that the Triangle Shirtwaist Factory Fire is still relevant today.
- Create an argument essay to support your thesis statement.
- Minimum 7 paragraphs (including introduction and conclusion)
- Minimum of 3 resources—use MLA annotated bibliography format to cite sources and MLA in-text citation model.
- Use this article as a model of argument writing on the topic. I do not want you to copy this but read as reference model. Your 6+1 traits of writing should be evident especially "voice".
Narrative Writing:
- Select a main character perspective from the fire and create a historical narrative.
- Possible main characters for your narrative (there are others):
- Female factory worker (survivor or victim)
- Factory owner
- Family member of female factory worker (survivor or victim)
- Fireman
- City officials
- News reporter
- Post fire union member
- Create a detailed historical narrative from your chosen perspective.
- Develop characters, setting, plot, dialogue, descriptive language etc.
- Must be historically accurate given the research you have conducted.
- Utilize 6+1 traits
- Minimum of 7 paragraphs
Informative Writing:
- Develop thesis: What are you trying to explain?
- Ideas: the Triangle Factory disaster, unionizing, life in the factory
- Create an informative essay to support your thesis statement.
- Minimum 7 paragraphs (including introduction and conclusion)
- Minimum of 3 resources—use MLA annotated bibliography format to cite sources and MLA in-text citation model.
SPIRAL QUESTIONS
—Use as a whole class activity after research.
**TEACHER REFERENCE: Here is a link to a variety of already created spiral questions with links. Can modify or create your own!
DESCRIPTION:
- Describe what you see in these photos.
- What does the tag say?
- Is this artifact dated?
INTERPRETATION:
- What is the intention of the text on the tag?
- Is this pre or post Triangle factory fire? How do you know?
ANALYSIS:
- What political, economic or social benefit(s) did the factory owners anticipate by placing this tag in their clothing? List by P, E, S.
- What examples do we see currently that might be similar? List example and benefits.
