UCLA CENTER X TEP

SECONDARY UNIT PLAN ELEMENTS

by Lauren Daus
Social Justice Goals: How will this unit address important social justice themes?
Students will be exposed to the marginalized stories of industrial workers and how entrepreneurs and
consumers actually contribute to exploitation. The goal is for students to recognize the importance of resistance
and that they have student voice, just like the industrial workers who formed collaborated to form unions against
injustice.
Standard(s) Addressed: What common core and content standards will be used as the basis for the content
presented in this unit?
8.12 Students analyze the transformation of the American economy and the changing social and
political conditions in the nited States in response to the !ndustrial "e#olution.
8.!. " Trace patterns of agricultural and industrial development as they relate to climate, use of natural
resources, markets, and trade and locate such development on a map.
8.!.# " $iscuss entrepreneurs, industrialists, and bankers in politics, commerce, and industry %e.g., &ndrew
'arnegie, (ohn $. )ockefeller, *eland Stanford+.
8.!., " -xamine the location and effects of urbanization, renewed immigration, and industrialization %e.g.,
the effects on social fabric of cities, wealth and economic opportunity, the conservation movement+.
8.!.. " $iscuss child labor, working conditions, and laissez"faire policies toward big business and examine
the labor movement, including its leaders %e.g., Samuel /ompers+, its demand for collective bargaining, and
its strikes and protests over labor conditions.
$oncepts%&hematic Goals%'ssential (uestions: What are the Enduring Understandings and Essential
Questions for this unit?
-ssential 0uestion1 2ow are people exploited3 'an ambition be justified3
-nduring 4nderstandings1 -ntrepreneurs use exploitation in order to gain profit from factory workers, who are
seen as inferior to them. The industrial revolution has influenced a generation of worker unions, which allowed
for resistance to occur during a time of dehumanization. 2owever, it is important for people to be more
conscious of what they are being exposed to, how they may be contributing to mistreatment, and what they can
do to effectively resist against injustice.
Student )earning *+,ecti#es (include literacy- '))- academic language and technology): What do you
want students to know and be able to do? How will you incorporate literacy and technology, as well as the
needs of English Language Learners and students with special needs into this unit?
'auses and effects of industrial development affect how the society is today.
5orkers are exploited by entrepreneurs and consumers.
-ntrepreneurs and industrialists played a major role in advancing technology for society.
6ractice critical thinking around the essential 7uestions1 How are people eploited? !an ambition be
justified?
5rite timed analytical responses and reflections by using historical evidence from what they learn in class
and connecting it to their personal experiences.
)ead and analyze primary and secondary sources to gain knowledge from different perspectives that entail
the worker, entrepreneur, and consumer.
6ractice public speaking by voicing their opinions, thoughts, and answers to 7uestions asked about critical
vocabulary and historical events.
'ollaborate with their peers by engaging in activities and experientials, and participating in community
building that revolve around respect and acknowledging each other8s narratives as their own.
Assessment(s): What formati"e and summati"e assessments will students engage in during the unit? What
will the indi"idual student produce or do to demonstrate achie"ement of the standard#s$, concept, and learning
objecti"es? How will you know what your students understand?
Socratic Seminar
Students will be assessed on what they learned through a class dialogue.
Students will take up the role of either an industrial worker, consumer, or entrepreneur and engage in
discourse that depicts their experiences during the Triangle Shirtwaist 9actory 9ire.
Students must include important concepts %exploitation, resistance, assembly line, etc.+ and refer to the
resources they have been given throughout the unit.
&imeline and se.uence of unit: What are the major steps of the unit? What is the range and se%uence of
topics to be addressed in the unit?
nit /esign
)earning Segment
Standards
Addressed
&ime
0rimary%Secondary
Sources
*ther "esources 1eeded
The )ise of :ndustrialization
&ssembly line
-xploitation
-ntrepreneur, consumer,
worker hierarchy
0re#ie2 Assignment:
&ssembly line experiential
3isual /isco#ery: ;rain6<6
&ssembly *ine
0rocessing Assignment:
See =ean =atter1 &rom the
'epths
8.!.. days
&rom the 'epths by
5illiam ;alfour >er
;rain6<6 &ssembly
*ine video
-xperiential instructions
and materials
Timer
6rojector, laptop
Student notebooks
6encils?6ens
5riting reflection
7uestions
@=agicA paper
5orker, 'onsumer,
-ntrepreneur
Triangle Shirtwaist
9actory 9ire %TS99+
-xploitation
)esistance
0re#ie2 Assignment:
:ndustrial )evolution video
Jigsa2: Students will read
about the experiences that
led up to the TS99 and
annotate their readings.
0rocessing Assignment:
Socratic Seminar
8.!.
8.!.#
8.!.,
8.!..
# days
History (li"e) textbook
:ndustrial )evolution
video %2istory.com+
=ap of agricultural
regions B iron B steel
production
TS9 $isaster video
%6;S+
0uotes by colonizers
and imperialists
6rojector, laptop,
6ower6oints
5hite board
TS9$ graphic organizer
=ath 6roblems
worksheet
Student notebooks
Timer
6encils?6ens
5ord 5all
Cocab worksheet
&heory: What theories support your unit?
Sociocultural learning theory
"ationale: Why ha"e you chosen these goals, concepts, assessments, and topics for your unit?
The purpose of this unit is to + encourage students to share personal experiences that revolve around
oppression, exploitation, and resistance !+ provide primary and secondary sources that relate to each topic for
students to analyze and individually reflect on what they are learning and how it relates to their own lives D+
challenge students to answer 7uestions and also ask 7uestions, and have critical discussions on the causality
of historical events and the actions of the entrepreneur, worker, and consumer and #+ encourage students to
share knowledge with their peers and engage in critical dialogue.
4i+liography: What sources will you use in this unit? *e specific #i+e+ list page numbers if appropriate$
History (li"e) by $iane 2art
2istory.com
6;S.com
;*S.gov %4S ;ureau of *abor Statistics+
"eflections (to +e 2ritten after instruction): What elements of this unit allowed students to achie"e the
goals? What elements need to be reconsidered or re"ised? Why?
: feel that the students really resonated with the oppression and exploitation the industrial workers went through.
They found connections between how schools may represent child labor, because in some classes, they feel
forced to do work and do not want to be there. 4sing exit slips really helped me get a better perspective of how
the students felt and helped me assess what they were learning throughout the unit. -lements that need to be
reconsidered are time management and explicit connections between worker unions and student voice and
resistance. ;ecause : did not have much time to teach this learning segment and go more in depth as to how
the industrial revolution has majorly contributed to our society today, students actually did not get to participate
in the Socratic Seminar due to other expectations and re7uirements.