Lesson Plan Template rev 1/22/18

Date: March 17th, 2019 Teacher’s Name: Tyler Dalton

Subject: U.S. History Grade level: 11
Unit: Industrialization and Urbanization Length of lesson: 45 Minutes

Central Focus: The central focus of this lesson is for the students to explore the different labor
movements seen in the early 1900’s. These labor movements were a response to the working
condition issues seen, so the students will describe how these issues led to different labor
movements. The students will be able to list and describe different labor movement
groups/actions, as well as describe the employers’ responses to these movements.
Lesson Title: Labor Movements seen in the U.S.
For unit 11, 4 out of 6:

Essential Question(s): How did workers react to the poor working conditions seen in the early
1900s? How did the employers respond to the labor movements? What is a “Labor
Movement”?

Learning Standards: NYS content standards, professional standards (CEC, NCSS etc.)
Content
11.5b Rapid industrialization and urbanization created significant challenges and societal problems
that were addressed by a variety of reform efforts.
 Students will examine the attempts of workers to unionize from 1870 to 1920 in
response to industrial working conditions, including the Knights of Labor, the American
Federation of Labor, the American Railway Union, the International Ladies Garment
Workers’ Union, and the Industrial Workers of the World, considering actions taken by
the unions and the responses to these actions.
Common Core
RH. 11-12.7. Integrate and evaluate multiple sources of information presented in diverse
formats and media in order to address a question or solve a problem.
RH.11-12.4. Determine the meaning of words and phrases as they are used in a text, including
analyzing how an author uses and refines the meaning of a key term over the course of the
text.

Pre-Assessment: The Anticipatory Set will be used as a pre-assessment for this lesson. The
students will be asked to write, and discuss, about how they would react to the working
conditions seen in the early 1900s. This allows the students to relate to the content by taking
the role of a worker in the 1900s, and is more engaging than just asking the students to list the
issues seen during this time period. If the students struggle to explain the issues seen in the
meatpacking plants, then reshow the YouTube video that they watched in the previous lesson.
https://www.youtube.com/watch?v=Vz6M-txEx70

Learning Objectives: Assessments:

1. Students will describe the different The quick write will be used as a method to
issues seen with working conditions seen assess how well the students understand
in the early 1900’s the issues with working conditions seen in
 Lesson Plan Template rev 1/22/18

2. Students will read about the different
labor movements seen in response to
the poor working conditions
3. Students will discuss the different labor
movements and the reaction by the
employers
4. Students will define “Labor Movement”
based off the content that is covered in
class
the early 1900’s. The Frayer Model
worksheet will be used to see how well the
students understood the reading. The
homework requires the students to define
“Labor Movement”, and this will require
them to use all of the information covered
in class, and used in the Frayer Model, to
create the definition.

Differentiation: The main form of differentiation seen in this lesson is the Newsela articles. The
main content of the article will always be the same, but the vocabulary used and structure of
the sentences changes based off which reading level is used. This will allow for students to be
able to read an article that meets their reading needs, while still being able to work with other
students and contribute to the class discussions. The Frayer model is another form of
differentiation that is used. This model appeals to visual learners, as it provides them with a
graphic organizer that shows how the content can be broken up into different sections.

Academic Language: “Define” is one academic language function that is required by the
students. The students will need to define the terms that are used in the Frayer model, and this
will be taught to the in the Initial Phase part of the lesson. “Primary Source” and “Labor
Movement” are two tier-three vocabulary words that the students are going to develop a
deeper understanding of during this lesson. The students would have been exposed to primary
sources prior to this lesson, but the Frayer model will be used to further develop their
understanding of what a “primary source” is. The students will also be introduced to labor
movements in their reading, but the Frayer model will result in them focusing on “Labor
Movement” as a broad term. The students will use all of the information provided to them in
class to create a definition for “Labor Movement”.

Procedure:

Anticipatory Set (hook, motivation, etc. to engage students)

a. Quick Write Activity: Write the following prompt on the whiteboard.
“If you were an employee facing the harsh working conditions seen in the early
1900’s, would you fight for improvements?”
Give the students a few minutes to write their responses in their notebooks.
Have a class discussion after the students wrote their responses. Ask the
students if they choose to fight back or not, and why. Explain some of the issues
that can be seen with fighting back. An example of this would be people who
could not afford to lose their jobs, especially if they were immigrants. Some of
the students in the class may be immigrants themselves, or there could be lower
class (economically speaking) students in the class, who would be able to relate
to how getting fired from a job might not be an option. These students would
 Lesson Plan Template rev 1/22/18

not be forced to share their experiences to the class, but it still provides a
“mirror” that helps some of the students relate to the historical content.

Initial Phase
a. Introduction to Frayer Model: Draw a copy of the Frayer model on the
whiteboard with “Primary Sources” placed in the center (example included in the
“materials” document). Then fill out the Frayer model as a class. Start with the
“characteristics” section as ask the students what some characteristics of a
primary source are. Then move on to the “examples” and “non-examples”
section. After all three sections are complete, ask the students to think of a
definition that they can all agree on. This definition should be based off the
information that is presented in the three other sections of the Frayer model. An
example of the completed Frayer model is also included in the “materials”
document, and this can be referenced if the students struggle to find ideas for
any of the sections in the Frayer model.

Middle Phase
a. Independent Reading: The students will do an independent reading from the
Newsela site. The article that they are going to read is The Rise of Organized
Labor in the United States, which focuses on different labor movements seen in
the United States. Explain that the students will be completing a Frayer model on
“Labor Movements” following the reading.
b. Frayer Model Group Activity: Hand out a copy of the “Frayer Model” worksheet
(included in “Assessments” document” and break the students into groups of
three or four. The students will complete the Frayer model as a group, and place
“Labor Movements” in the center. The students will fill out the “Characteristics”,
“Examples”, and “non-examples” sections of the Frayer model. Explain to the
students that they will need to reference the text for the content that is going to
be placed in each section.

Concluding Phase
a. Group Frayer Model: Draw another Frayer model on the whiteboard, and write
“Labor Movements” in the center (an example is included in “materials”
document). Each group will write at least one item under each category
“Characteristics”, “Examples”, and “non-examples”. Follow this by having a class
discussion on each of the sections. Ask what the characteristics of a labor
movement are, what examples are seen in the reading, and what non-examples
are seen in the reading. If the students struggle with “non-examples”, then
explain how the actions taken by the bosses against the movements can be seen
as a non-example. An example of a completed Frayer Model is included in the
“materials” document.
 Lesson Plan Template rev 1/22/18

Follow up: For homework the students will complete a worksheet that required them to define
“Labor Movements”. The first sentence of the paragraph will be the definition itself. The
students will also include a sentence for each of the other categories (“Characteristics”,
“Examples”, and “non-examples”). This assignment will be graded based off a five-point scale.
The students will receive one point for attempting the homework, one point for the definition,
and one point for each of the following sentences (three overall). The worksheet is included in
the “assessments” document.

Materials: A whiteboard is needed to show the Frayer models, and the students need the
“Frayer Model” worksheet, and the homework worksheet.

References and Resources:

(2017, May 2nd). The Rise of Organized Labor in the United States. Retrieved from
https://newsela.com/read/lib-ushistory-rise-of-organized-labor/id/29888/