Takaki Unit Lesson Plan

Lesson title: Then & Now: Working Conditions

Teacher:
Christina Hyde

Takaki chapter title and brief summary

Chapter 6 The flight from Ireland
Irish immigrants, including children, came over to
America and started working very labor intensive jobs
with little pay and dangerous conditions. Mother Jones
became a champion for the cause and spoke for unions
and childrens worker rights.

State Standards: (1-2 AZ SS standards, 1-2 Common Core standards, 1-ELP standard)

Grade 7 Strand 1 PO4. Discuss the relationship between immigration and industrialization.

Gather relevant information from multiple print and digital sources, using search terms effectively;
assess the credibility and accuracy of each source; and quote or paraphrase the data and
conclusions of others while avoiding plagiarism and following a standard format for citation.
(7.W.8)

Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience (7.W.4)

**Be sure to include what Social Justice Element your unit encompasses and how your lesson plan helps address ,or build on, that element.

Essential question:

How have daily conditions changed/stayed the same for immigrants, especially children,
between the 1870s and 2000s in Americas working poor?
Social Studies & ELA Sub-objectives, SWBAT

How will you review past learning and make connections to previous lessons?
What skills and content are needed to ultimately master this lesson objective?
How is this objective relevant to students, their lives, and/or the real world?

Key vocabulary:

Child laborer: a worker under the age of 14

employed for a business (usually a factory)
making minimal amounts of money, doing
dangerous work
Assembly line: a method of building an item
in which a series of machines or people
progressively build parts of the item

Materials (include technology & websites):

Child Labor Video

http://www.history.com/topics/child-labor
SmartBoard projector
Computer
Venn Diagram worksheet (see bottom
of lesson plan)
A Different Mirror for Young People: A
History of Multicultural America by
Robert Takaki
Paper
1

Petition: a formal request or appeal

Protest: a statement or action that shows

disapproval of something

Advocate: a person who stands up for the

rights of another

Human rights: the rights that concern

treatment and freedoms of people that we
receive simply by being human

Pencil

Hook/Engage

How will you activate student interest?

How will you hook student attention?
What questions will you pose, based on your objective, that students will seek to answer in
Explore?

Teacher Will:
Ask students What do you do during a typical
day?
Write down the students responses on the
front white board

Student Will:
Tell teacher

what they do during a typical

day

Explore

How will model your performance expectations? Remember, you are not modeling what you want
students to discover but need to model expected behavior or required procedures.
How will students take the lead and actively use the primary sources to discover new information?
What questions or prompts will you be prepared to use with students while they are exploring?

Teacher Will:
What children your age do during the day now
is very different from what they experienced in
the 1860s. We are going to watch a video that
is a primary source of footage from that time
that explains what life was like for children,
especially poor immigrant children. I want you
to keep in mind the differences and similarities
between now and then. We will make a Venn
diagram of the comparison after the video.
Play the Child Labor Video

Student Will:
Watch

the Child Labor Video

Differentiation Strategy

What accommodations/modifications will you provide for specific students?

How will you anticipate students that need an additional challenge?

Turn closed captions on for video

Explain

How will all students have an opportunity to share what they discovered?
How will you connect student discoveries to correct content terms/explanations?
How will all students articulate/demonstrate a clear and correct understanding of the subobjectives by answering the question from Engage before moving on?

Teacher Will:
Lead the discussion between differences and
similarities of children now and then based off
the video just watched
At the end, ask students Why do you think
children at the time worked instead of going to
school? Do you think that was right or wrong?
Defend your position

Student Will:
Offer

differences between children now

and then based off of the video and real
world experience
Fill in their Venn Diagram worksheet
Write a paragraph on the back of their
worksheet in response to Why do you think
children at the time worked instead of going to
school? Do you think that was right or wrong?
Defend your position

Differentiation Strategy

What accommodations/modifications will you provide for specific students?

How will you anticipate students that need an additional challenge?

Elaborate

How will students take the learning from Explore and Explain and apply it to a new circumstance or explore a particular
aspect of this learning at a deep level?
How will students use higher order thinking at this stage? (e.g. A common practice in this section is to pose a what If
question)
How will all students articulate how their understanding has changed or been solidified?

Teacher Will:
Make sure students are following along,
reading, and participating

Student Will:
Take

turns each reading a paragraph

from chapter six Takaki The Flight from
Ireland aloud (excluding pages 121-124
as they will be covered later in the unit as
they focus on Mother Jones)
For every bolded section in the chapter
one student will come up from each table
group and write one quote that stood out
to them from the section

Differentiation Strategy

What accommodations/modifications will you provide for specific students?

How will you anticipate students that need an additional challenge?

Evaluate

How will the lesson end? How will you connect todays lesson to the next lesson?
How will all students demonstrate mastery of the lesson objective?
How will students have an opportunity to summarize the big concepts they learned?

Teacher Will:
Read their own two person poem aloud at the
beginning with a student to model what this
should look/sound like
Make sure students are actively engaged, offer
suggestions, and circulate around the room

Student Will:
Write

a two person poem from the

perspective of the Irish immigrants and
those already living in America at the
time
Present their poems aloud with the help
of a partner

Differentiation Strategy

What accommodations/modifications will you provide for specific students?

How will you anticipate students that need an additional challenge?