Sample Pages from

Created by Teachers for Teachers and Students

Thanks for checking us out. Please call us at 800-858-7339 with questions or feedback, or to order this product. You can also order this product online at www.tcmpub.com.

For correlations to State Standards, please visit www.tcmpub.com/administrators/correlations

800-858-7339 • www.tcmpub.com

The

Industrial Revolution Teacher’s Guide

Table of Contents Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

First Impressions . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Research Text Sets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Supporting Text 1—Second Reading: Teacher-Guided . . . . . . . . . . . . . . . . . . . 22

Text Complexity . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Close Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Text-Dependent Questions . . . . . . . . . . . . . . . . 7 How to Use This Product Components . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Pacing Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Reading Levels . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Teaching a Lesson . . . . . . . . . . . . . . . . . . . . . . . . 10 Correlations Introduction to Correlations . . . . . . . . . . . . . . 13

Text-Dependent Questions . . . . . . . . . . . . . . . . . 23 Supporting Text 2 . . . . . . . . . . . . . . . . . . . . . . . . 24 Right to Be a Kid . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Supporting Text 3 . . . . . . . . . . . . . . . . . . . . . . . . 26 A Full Life . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Extension Text . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Comparing Points of View . . . . . . . . . . . . . . . . . . 29 Parent Letter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Culminating Unit Assessment Assessment Overview . . . . . . . . . . . . . . . . . . . . 31 Time Line . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

The Industrial Revolution Text Set Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Short Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

Unit Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Rubrics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

Introductory Text . . . . . . . . . . . . . . . . . . . . . . . . . 16 Essential Question . . . . . . . . . . . . . . . . . . . . . . . . . 17

Persuasive Essay . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

References Cited . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

Anchor Text . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

Industrial Influence . . . . . . . . . . . . . . . . . . . . . . . . 19

Digital and Audio Resources . . . . . . . . . . . . . . . 42

Supporting Text 1—First Reading: Independent . . . . . . . . . . . . . . . . . . . . . . 20

© Teacher Created Materials

21353—Teaching through Text Sets: The Industrial Revolution

3

Introduction Regardless of the standards that states may have adopted, educators everywhere have been grappling with understanding how to ensure their students will be college and career ready. The goal is to give students the tools they need to be successful in college and future careers.

“Students who meet the Standards readily undertake the close, attentive reading that is at the heart of understanding and enjoying complex works of literature. They habitually perform the critical reading necessary to pick carefully through the staggering amount of information available today in print and digitally. They actively seek the wide, deep, and thoughtful engagement with high-quality literary and informational texts that builds knowledge, enlarges experience, and broadens worldviews. They reflectively demonstrate the cogent reasoning and use of evidence that is essential to both private deliberation and responsible citizenship in a democratic republic. In short, students who meet the Standards develop the skills in reading, writing, speaking, and listening that are the foundation for any creative and purposeful expression of language” (CCSS 2010b).

4

When students are immersed in a set of texts around a common theme, they will not only reach a deep understanding of the content provided by those texts, but will also learn and practice the English language arts skills— reading, writing, listening, speaking, and language—necessary to gain and communicate that learning (Cappiello and Dawes 2013). This is what is needed to prepare our students to be college and career ready—a curriculum that is integrated so that English language arts skills find their rightful place as the tools to gain and communicate deep content-area knowledge. Teaching through Text Sets seeks to provide teachers with one approach to, and the materials for, accomplishing the goals set by the state standards. The series provides sets of diverse texts—organized around common themes, topics, or concepts—with lesson plans to help students address complex texts. Thus, teachers will be able to assess not only the content area knowledge gained by students but also the English language arts skills used for communicating that knowledge.

21353—Teaching through Text Sets: The Industrial Revolution

© Teacher Created Materials

Research Text Sets “A text set collection focuses on one concept or topic and can include multiple genres such as books, charts and maps, informational pamphlets, poetry and songs, photographs, nonfiction books, almanacs, or encyclopedias” (Read-Write-Think 2004, 1). These resources can be print or digital and provide an alternative to textbook‑driven instruction, although a textbook can be part of a text set. “When teachers make the transition from textbook-only classrooms to multitext classrooms, the focus of study becomes concepts rather than the content of one particular book. Students gain both a broad perspective and an in-depth sense of the subject matter from reading many texts on the same topic” (Ivey 2002, 20).

Freedman concludes that the goals of using text sets are threefold: • to increase literacy development • to develop content understanding • to develop students that have the confidence, independence, metacognition, and stamina of proficient learners Cappiello and Dawes (2013) state the focus of a unit of study is not the text set itself, but the common theme that holds the text set together. Many authors agree that text sets are a viable way to begin to meet the goals of a twenty‑first‑century education.

In her blog, Lauren Freedman (2011) provides a compelling list of reasons for using text sets. She suggests that text sets support an inquiry model of learning that will do the following: • lead to intertextual connections • cause students to confront multiple perspectives • provide visual elements, which reinforce and deepen concept understandings • reinforce the interrelatedness of reading, writing, speaking, listening, and thinking • provide avenues for authentic assessment and evaluation

© Teacher Created Materials

21353—Teaching through Text Sets: The Industrial Revolution

5

Research

(cont.)

Close Reading

State standards have set end-of-grade reading level expectations, which increase in difficulty through the end of high school. This has become known as the staircase of complexity.

Douglas Fisher (2012, interview) has defined close reading: “It’s a careful and purposeful rereading of a text. It’s an encounter with the text where students really focus on what the author has to say, what the author’s purpose was, what the words mean, and what the structure of the text tells us.” He also points out how these focuses align with what research tells us about teaching reading. However, those reading skills are not to be taught in isolation, but in the context of the texts being used in a unit of study (Fisher, n.d.). Fisher goes on to say, “In a close reading, we…give [students]… text‑dependent questions that require that they go back into the text to look for answers.”… “text‑dependent questions require students to read carefully and produce evidence in their verbal and written responses.”

Text complexity is defined using a three‑part model: quantitative, qualitative, and reader and task determinations. Quantitative measures include aspects such as word frequency, sentence length, and text cohesion. Qualitative measures include aspects such as structure, language conventionality and clarity, knowledge demands, and levels of meaning or purpose. Reader and task determinations are the prime responsibility of teachers. It is the teacher who determines whether a text is appropriate for a particular student at a particular point in time (CCSS 2012).

ve ati tit an Qu

While the difficulty of the reading required in college and career settings has steadily increased over time, the difficulty of the texts students are reading in K–12 classrooms has steadily decreased (CCSS 2010b). A study done by ACT, Inc. determined that the factor separating those who achieved a benchmark score or better on their test from those who fell below the benchmark was their “ability to answer questions associated with complex texts” (CCSS 2010b, 2). Simply put, “We have to care about the complexity levels of texts we use because ultimately we want our students to be prepared for the difficulty of the texts they will read in college and in their careers” (Hank 2012, 2).

Qu ali tat ive

Text Complexity

Reader and Task 6

21353—Teaching through Text Sets: The Industrial Revolution

© Teacher Created Materials

Text-Dependent Questions Douglas Fisher and Nancy Frey (2012b, 3) suggest that there are at least six categories of question types that can help students “move from explicit to implicit meaning and from sentence level to whole text and across multiple texts.” • General understanding • Key details • Vocabulary and text structure • Author’s purpose • Inferences • Opinions, arguments, and intertextual connections In elementary classrooms, short passages that are worth reading should be used for close readings that are guided by the teacher. The lessons should be designed with a different purpose for each rereading. Students need to learn to question, mark words and passages of note, and take notes while doing these close readings. They should engage in rich discussions with the teacher and their classmates around the content of the text. This helps students learn and practice speaking, listening, and language skills that show that they truly understand a text (Fisher, n.d.). And, finally, students should be engaged in projects that require them to use writing in some form to communicate their learning.

Examples of Text-Dependent Questions General Understanding

• What is the main idea of this text? • What type of text is this?

Key Details

• What happened after _______? • Why did the character _______?

Vocabulary and Text Structure

• What word means the same thing as _______? • What text structure did the author use?

Author’s Purpose

• Why did the author write _______? • Why did the author use the word ______ instead of ______?

Inferences

• How do you know _______? • What can we infer about ______ given that ______?

Opinions, Arguments, and Intertextual Connections

© Teacher Created Materials

• What evidence from the text supports your opinion? • How is this text like _______?

21353—Teaching through Text Sets: The Industrial Revolution

7

How to Use This Product Components Introductory Text • colorful and engaging read-aloud text to capture student attention and activate prior knowledge Anchor Text • content-rich text with a variety of text features to support student comprehension

3 Supporting Texts

Extension Text

• reader’s theater script with differentiated roles that offer a bridge between fluency and comprehension

Teacher’s Guide



8

• lessons designed around reading, writing, content, and language objectives • lessons with differentiation strategies for above‑level, below‑level, and English language learners

21353—Teaching through Text Sets: The Industrial Revolution

• complex texts, including two primary sources that provide a deeper and more comprehensive view of historical events, often from different perspectives

Digital and Audio Resources





• professional audio recordings of key texts to model fluency and support auditory and English language learners • an Interactiv-eBook of the Anchor Text to support students through video, audio, and other digital functions • PDFs of key texts suitable for interactive whiteboard use • PDFs of student activity sheets

© Teacher Created Materials

Pacing Plan

Reading Levels

The following pacing plan shows an option for using this product. Teachers should customize this pacing plan according to their students’ needs.

Teacher Created Materials (TCM) takes great care to maintain the integrity of authentic nonfiction text while leveling it to make the text accessible for all students. In this way, our content-area texts provide rich and robust nonfiction reading experiences from which students can learn and be ready for the complexity of college- and career-level reading.

Day(s)

Text

Time

1

Introductory Text (page 16)

30–45 min.

2

Anchor Text (page 18)

30–45 min.

Supporting Text 1—First Reading: Independent (page 20)

30–45 min.

3

Supporting Text 1—Second Reading: Teacher‑Guided (page 22)

30–45 min.

4 5

Supporting Text 2 (page 24)

30–45 min.

6

Supporting Text 3 (page 26)

30–45 min.

7

Extension Text (page 28)

30–45 min.

Culminating Unit Assessment (pages 31–37)

30–45 min.

8–10

The TCM leveling system is coded by grade level and month. For example, level 3.2 equates to third grade, second month of the school year. Every grade level and month adheres to established guidelines created under the guidance of Dr. Timothy Rasinski and a team of reading specialists. TCM levels are referenced in the Extension Text lesson of this Teacher’s Guide to assist teachers in assigning roles to students. The primary sources in Teaching through Text Sets were deliberately chosen for their authenticity, complexity, and content. As per Lexile® guidelines, posters, poetry, songs, and other nonprose texts do not have Lexile® measures. Primary sources with higher Lexile® measures were chosen with teacher-guided close reading instruction in mind, while those with lower measures, below and within the Lexile® band, were chosen with individual and small group instruction in mind. Reading levels vary from program to program, and levels among the programs do not correlate exactly. A chart of reading levels can be found in the Digital Resources (readinglevels.pdf) and shows the best correlations of each text to leading leveling programs.

© Teacher Created Materials

21353—Teaching through Text Sets: The Industrial Revolution

9

How to Use This Product 14

Teaching a Lesson

(cont.)

The Industrial Revolutio n Unit

21353—Teaching through Text Sets:

Text (Instructional Setting)

Introductory Text—1 copy (read aloud to students)

Key Content

Text Type

Three female perspectives of the Triangle Shirtwaist Factory strike and fire

Uprising

Lexile® Measure

Modalities

Historical fiction Print chapter book

790L

Anchor Text—24 copies (whole-class reading)

The Industrial Revolution

Overview of America during the Industrial Revolution

Nonfiction book

Print, audio, Interactiv-eBook

Supporting Text 1—6 copies (teacher-guided close reading)

“The Workers’ Anvil”

1878 song about labor reform

Primary source

Print

n/a

Bulletin from the National Child Labor Committee

Primary source

Print

1130L

Nonfiction text card

Print

Supporting Text 2—6 copies (independent and small-grou Declaration of p close reading) Dependence

© Teacher Created Materials

Supporting Text 3—6 copies (small-group reading)

Teacher and Inventor Alexander Graham Bell

Extension Text—6 copies (heterogeneous small-grou p reading)

Henry Ford: Driving Change

Reader’s theater, historical fiction

730L–920L

Unit O verview

Starte

d

1. Look at the Tex t Set Ch each tex art for t an inform in the text set ation abo . This cha overview of setting rt provid , key con ut each text’s instructio es and Lex tent, tex ile® me asures, t type, modal nal 2. Review ities, if applica this Un ble. it Overv snapsh ot iew and Ess of the materials page for a quick ential Qu , key voc 3. Gather estion abulary for the , the unit. the lesson supplies you will nee s. 4. You d for may Words choose to pos and t the Key Question Concepts and the Vocabulary in you Ess referen ce throug r classroom for ential studen 5. Start hout the ts to by teachi unit. ng and pro gress fro the Introducto 6. End m there. ry Text the uni lesson Unit Asse t with the Cul minatin ssment . g

Review the Unit Overview page for a quick snapshot of the materials, key vocabulary, and Essential Question for the unit.

920L

Print, audio



The Ind ustrial Revolu tion Un it

Getting

Factory workers adapt to changes at work

700L

Text Set Chart

The Industrial Revolution

Look at the Text Set Chart for an overview of each text in the text set. This chart provides information about each text’s instructional setting, key content, text type, modalities, and Lexile® measures, if applicable.

Text Title

Materia

ls

• texts l iste (page 14) d in the Text Set Chart • copies of the stu (pages 17, 19, dent activity s • index 21, 23, 25, 27, heets • tap cards 29) e • cha rt pape r • stic ky • pap notes er



Key Vo cabu

lary Wo rd

s and • assem Concep bly ts passing line—a line of • indust work from one machines, equ rialist—a sta ipm • labor person tion to the nex ent, and wo un rkers in involved t until the its memb ion—an organi a zation in the ownershi product is fini factory that bui ers • mo of worke p or ma ld a pro shed nopoly— rs nagem duct by for comple med to or m ent of te contro protect • mu arket the righ an industry l of the ckrake ts and entire sup r—a new interes practic ply of goo ts of spa es per and ds or of • rev reporter a servic olution— working con who inv e diti • str in est a ons a sudden iga certain ike—to , extrem during the Ind ted busine area • sw stop wo sses e, or com ust eatsho plete cha rial Revolutionand reported p—a pla rk in order to about bus force nge in ce where the wa iness people an employer y people to work lon live, wo g hours agree to dem Essent rk, etc. and for low ial Qu pay in poo s estion Of the r conditi ma ons which do ny ideas, invent you thin ion k had the s, and events of bigges t impact the American Industrial on the nation? Revolu tion, © Teache r





Created

Materia ls

21353— Teachin

g through

Text Sets

: The Indu

strial Rev olution

15

Essential Que stion t olution Uni strial Rev The Indu

ory Text Introduct

Read the Introductory Text aloud to introduce students to the unit and build the vocabulary necessary for the other texts in the text set. Use the student activity sheet to support the literacy and content objectives.

Directions: Write ideas or inform Question below. ation from each text

e rd. Introduc on the boa definitions l Revolution. and their uage ry words the Industria English lang ents in the vocabula how it relates to ners and uss to stud 1. Display w-level lear and definitions d and disc wor belo ds each support bulary wor choose to ing the voca card to each ◆ You may by introduc time. ribute one learners s and dist p ahead of index card nd word. a small grou bulary words on walk arou his or her voca students ut ent seeing ds. Have 2. Write the olution, abo out that stud r forehea strial Rev student with cards to thei text of the Indu the ents tape in the con ds correctly. 3. Have stud asking questions, their wor can guess the room until they ds wor the

ading Before Re

s

Standard

Analyze • Reading: ences in how differ view of the points cters of the chara nce or and the audie such e reader creat suspense effects as or humor.

ial

Ideas

Inventions

Events

ading During Re

the class. stions: aloud to endent que of Uprising royalty. Who g text-dep es 17–40 elevator withroyalty? the followin 1. Read pag students riding in the were read, ask ght she was did Bella think they “firing back in 2. As you : Bella thou Why from ages 17–18 in the elevator? prevent her ive • On p pect girls r ’s pers ory were the othe–31: How did Bella Draw at the fact out s 22 • Writing: walk age otti? from ain their ion of the • On p evidence Signor Carl Yetta’s opin How would you expl anger” at : Contrast literary or 6. point al ages 33–34 ce on pages 24–2 Why is her information ort • On p ’s experien ory walkout? texts to supp tion, with Bella pectives? ribe the fact  pers analysis, reflec s Jane desc a’s? rent doe diffe w ch. : Ho and resear students ages 39–40 from Bella’s and Yett • On p 2, listen for view of the different • Content: d the During Step ts of of view so or. s Check: in the poin Understan hum gres es or Pro ting renc affec how diffe effects as suspense conditions and analyzing nt employme create such the late characters labor in ry. 19th centu : • Language te Communica , ideas, information and concepts for necessary success academic of in the area ies. l Stud Socia

t olution Uni strial Rev The Indu

16

a, es Bella, Yett el the circl ping ading t paper. Lab the three overlap After Re e ram on char Both and Venn diag s of the thre sections three-circle two overlapping perspective lives and 1. Make a . . Label the and contrast the ents Jane stud and to pare t (page 17) ductory All. Com vity shee sections the Intro stion acti class. ntial Que tion from be used girls as a of the Esse e ideas or informa activity sheet will te copies to writ n. (This 2. Distribu for students Essential Questio time w Allo er the will answ Text that ons.) in most less

eaching 21353—T

Sets: through Text

lution

Materials rials

21353—Teachin g through

Created Mate

Text Sets: The Industr

17

ial Revolution

Industrial Infl uence

the columns er. Label ading or chart pap the board Before Re Have n chart on to each trio. three-colum Ideas. a sticky notethe Industrial 1. Make a Events, and Distribute w about of three. Individuals, the in groups e one thing they kno r sticky note on ents e thei 2. Place studk together to writ e them plac Hav . wor als, note vidu y them on a stick t. for new indi Revolution column of the char ents to look s. Ask stud appropriate s to the clas text. the sticky note 3. Read the ideas as they read and ts, even s display the choose to Standard ading erience. s. You may During Re Cite the n as a clas anced reading exp • Reading: nce Revolutio stions: Industrial digitally enh textual evide gly endent que 1. Read The Book for a more stron g text-dep the that most that led to the followin Interactiv-e in an analysis ents orts Brita t stud supp Grea text says read, ask existed in of what the for cars? 2. As you hat factors as well as ing demand ages 4–5: W ion? explicitly t the grow drawn • On p olut Ford mee ry l Rev inferences kers’ Hen stria Indu opinion? : How did ond to wor from the text. ages 10–11 the text support this  ories slow to resp On p • Draw fact s? rican ils from • Writing: What deta –19: Why were Ame er working condition saying that “the pen from evidence bett ous s 16 fam and age prove the • On p s for higher wages literary or al muckrakers may did demand w information ort : Ho ners, you a ages 28–29 sword”? uage lear texts to supp tion, to serve as • On p English langents follow along, r than the ning analysis, reflec ners and is mightie or at a liste in ch. rding as stude in small groups and resear w-level lear ncy and aid ◆ For belo play the audio reco may be don readers build flue • Content: d how the choose to ing. This ng fluent read will help struggli Understan rations, model of rding g reco rise of corpo citin The try, students station. heavy indus d 2, listen for analysis of what ension. anize ing Step compreh an and mech formed supports Check: Dur from farming trans ty. strongly Progress es drawn socie ence that as inferenc American textual evid explicitly as well : • Language te the text says Communica , the text. , ideas information and concepts for necessary success academic of in the area ies. l Stud Socia

© Teacher

strial Revo

The Indu

Text Anchor

Name: __________ _______________ ___ Date: __________ Directions: Choos _______________ e one inventor, ____ phrases below industrialist, or to describe the reformer you read individual. about in the text. Complete the I am __________

_______________ _____ (name of key individ _______________. ual)

I see __________ _____

_______________

_______________

I hear __________ _____

_______________

_______________

__________ .

_______________

I want __________

_______________

_______________

_________ .

_______________

_______________

I am __________

______________

_______________ ______________. (adjective)

I think _____ __________

_______________

_______________

I build/sell/in vent/create _____ __________

________ .

_______________

I worry _____ _______________

_______________

_______________

_______ .

_______________

I am __________

_______________

_______________ _____________. (adjective)

I say __________ _____

.

_______________

___ .

_______________

_______________

_______________ __________ . I understand _______________ _______________ _______________ _______________ ___ . I hope/dream e /want __________ trios to writ ent _____ stud _______________ mn of ading ion. Ask _______________ ding sect correct colu After Re ____________ Before Rea and add it to the . I am __________ from the _______________ the chart sticky note to 1. Review they learned on a _____ 19) e (name of key individ _______________. sheet (pag one thing ual) ence activity al from the text. on strial Influ the chart. of the Indu ribe one key individu the activity te copies this text and 2. Distribu Have students desc tion from . s or informa e 17). students idea ents list new sheet (pag 3. Have stud l Question activity © Teache rials r Created Materials Created Mate the Essentia © Teacher gh Text Sets:

18

10

answer the Essent

Of the many ideas, inventions, and American Indust events of the rial Revolution, which do you think had the biggest impac t on the nation ?

© Teacher Created

Teach the broader content with the Anchor Text. Use the student activity sheet to support the literacy and content objectives.

Name: __________ _______________ ___ Date: __________ _______________ ____ that help you

eaching throu 21353—T

lution

strial Revo

The Indu

21353—Teaching through Text Sets: The Industrial Revolution

21353—Teachin g through

Text Sets: The Industr

ial Revolution

19

© Teacher Created Materials

t olution Uni strial Rev The Indu

Guide students through close readings with the three Supporting Texts. These texts include primary sources and focused content to help students delve deeper into the theme. Use student activity sheets to support the deeper analysis of the texts.

nt entde ep Firs Impressions ding: Ind First Rea g Text 1— Supportin Directions:

Name: __________ _______________ ___ Date: __________ _______________ ____ Write two or more observations of lain that main ideas and details of . Exp text. the text. Then, ningthe Write any words the text for mea summ and or read phrase arize what your will his or her purpo s that you found : se might have confusing. Write initial s that they they read been. who wrote , tell the clas wing questions as first read ut the follo 1. For the e text?Idea: think abo ? details of thMaintand they will ders in ideas and ifficult to un_____ urpose? t are the ma . It is Details: er p_____ • Wha parts confusing or d was his or h _____meaning _____ hat to read for _____ ____________ writing cil”— • Are any te this text and w w them one way pen a ils, _______________ _____ d with wro sho _____ s and deta __________ will “rea _______________ • Who the class you will main idea__________ ents read, they _______ ents to note are confusing. Stud _______ 2. Next, tell ing the text. As they _______________ _____ _____that n idea ourage stud __________m _______________ for mai called cod ideas. Enc words or phrases as _____ ____________ _______ ghts and and a code, such _______________ use _____ their thou phrases, _____ may _______________ _______________ words or ses or they _____on a _______ powerful ds and phra placing them _______ rds wor and e _____ s da _____ writ _____ _____note _______________ may Stan on sticky ____________________ fusing. e ____________ _______ Determin by writing text. or ? for con _______________ e the text • Reading: a page of of a _______________ how to cod that represents a central idea ze 3. Model _______ rt paper text and analyent Initial Observation sheet of cha s: its developm e of over the coursding __________to ents. ng stud inclu _____ adi s _______________ the text, ip to sticky note _____ During Re _______________ il and _____ text. of its relationsh Anv ’ the ies ls; kers ing cop _____ _______________ s, print g detai _______________ in cod te The Wor supportin __________ now beg __________ e learner on the objective 1. Distribu _____ they will _____ languag e directly provide an _____ ents that English ents writ parts _________________________ __________ of the text. ners and 2. Tell stud _____ summary have stud underline _______________ _____ and_____ _____ w-level lear tal Resources and ds or phrases d. __________ Draw ◆ For belo _______________ _____ l wor_____ thoughts organize • Writing: the Digi _____ erfu r _____ from _______________ _____ the text from should circle pow them keep thei evidence _______________ _____ ents help _______________ literary or text. Stud fusing. This can_____ _______________ _____ nal _____ _______________ _______________ informatio ort that are con _____ texts to supp tion, ents. ____________________ _______________ _______________ __________ e 21) to stud analysis, reflec t (pag_____ s _____ __________ tion ading ch. _______________ activity shee al observa and resear _____ress ions_____ After Re _____ _______________ their initi _____ fusing, as ils, and _____ the First Imp con _____ of _____ deta d s, _____ ies _____ • Content: d the foun _______________ te cop main idea ses they _______________ Understan 1. Distribu marize the list words or phra s affecting _______________ ents sum to condition place 2. Have stud . Remind students his or her purpose. nt and e students employme and sing Confu want to hav t. late of the text wrote the text Word Yousmay or Phrasvity labor in the ury. Author: acti es: shee responses. well as who 19th cent student ilar to the _____ rt sim _____ s, discuss cha _______________ students : 3. As a clas y notes on a class for _____ • Language n _____ _____ . _______________ __ the text Step 3, liste their stick Communicate _____ _______________ _____ During __________ summarizing n, ideas, Check: __ informatio Progress tral idea and _________________ _______________ ing the cen _______________ and concepts determin_________________________ for _______ necessary ____________ _______________ success academic _______________ _______________ of _______ _______________ Purpose: in the area _______ ies. l Stud Socia _______________ _______________ _______________ _______________ _______ _______ _______________ _______________ _______________ _______________ _______ _______ _______________ _______________ rials ted Mate _______ Crea her © Teache © Teac

ading Before Re

ugh Text

20

eaching thro 21353—T

r Created Materia ls n l Revolutio Industria

21353—Teachin g throug

h Text Sets: The

Sets: The

Industrial Revolu

21

tion

Com pari ng P oints of V iew

n Unit l Revolutio The Industria

Text Extension

Dire ct assem ions: Ch bly lin oose tw Nam e. Th o e: __ en, wr characte ____ rs ite ev ____ Date iden from the ____ : ____ ce fro pl ____ ____ m th ay. Writ ____ ____ e text e ____ ____ __ that each char ____ help ____ ed yo acter’s po ____ u de _ term int of vie ine th w e po about th Char ints of e acte view. r:

Have students perform a reader’s theater with the Extension Text. Assign students roles that correspond to their reading levels to ensure that students of all abilities have the opportunity to succeed. Use the student Supporting Text 1—First Reading: Independent activity sheet to support the literacy and content objectives. Before Reading

t our lives. ding en throughou them Before Rea ges that happ changes. Have storm chan and negative ents to brain of positive 1. Ask stud them to think changes. g the Industrial Encourage le cope with quickly durin is a story about ways peop ged the ss chan s y discu many thing will read toda script they students that the that 2. Remind Tell students Revolution. ges. major chan one of these

Standards

Poin t of V iew:

Evid

ence

to You may wish ge to students. g Change (script.pdf ) Driving Chan Drivin about how s of Henry Ford: e Script: Henry Ford: ibute copie Hom they will read

ding During Rea

The Industrial Revolution Unit

1. Distr s of the Takestudents that Analyze workers and • Reading: print extra copie Resources. Explain to company’s al affected the cters’ differing how a text makes g from the Digit Ford Motor Company t the chara amon think abou connections the , have them changes at and distinctions uals, As they read levels listed their families. between individ ated reading . . the differenti in their groups. to points of view ideas, or events rding ter ents roles acco reader’s thea Draw • Writing: 2. Assign stud students practice the Levels evidence from TCM Reading below. Have Roles .5 literary or 5.5–6 l informationa rt 6.5–7.5 Jacob/Mary texts to suppo ion, 7.5–8.5 analysis, reflect Matthew/Anna el of . th and research script as a mod Edward/Elizabe ding of the learners. audio recor • Content: ish-language to play the ers and Engl may choose Understand You learn ◆ vel below-le influences on reading for business and to industry in the t (page 29) ding . activity shee 19th century After Rea Points of View t independently. : Comparing ity shee who • Language copies of the e e students lete the activ 1. Distribute Communicat ps. Encourag students comp ideas, in small grou information, students. Have evidence. their answers reasoning and and concepts ents discuss activity on their ss the stud and discu Have 2. necessary for s opinions to from this text information have differing or academic succes ideas ents list new t (pag©e 17). in the area of 3. Have stud Question activity shee Teac s. her Creh for students Social Studie the Essential 1, watc ate ng Maamo k: During Step connectiodns terial s ts. Progress Chec text makes , or even

:

Char acte

r:

Poin t of V iew:

Evid

ence

the s, ideas 1. For the first read, tell the class that they will read for meaning. Explain analyzing how s betw een individualthat and distinction they will think about the following questions as they read: • What are the main ideas and details of the text? • Are any parts confusing or difficult to understand? • Who wrote this text and what was his or her purpose? 28 2. Next, tell the class you will show them one way to read for meaning. It is called coding the text. As they read, they will “read with a pencil”—writing their thoughts and ideas. Encourage students to note main ideas and details, powerful words or phrases, and words or phrases that are confusing. Students may write words and phrases or they may use a code, such as m for main idea ependent ding: Ind First Rea or ? for confusing. g Text 1— Supportin 3. Model how to code the text by writing on sticky notes and placing them on a that . Explain for meaning sheet of chart paper that represents a page of text. Before Reading class that they will readas they read: 2135

3—Te ac

hing

throu gh

:

Text Se

ts: Th

e Ind

ustria

l Revo

lution

29

d Materials

gh

ching throu

Standards • Reading: Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting details; provide an objective summary of the text. • Writing: Draw evidence from literary or informational texts to support analysis, reflection, and research.

During Reading

t olution Uni strial Rev The Indu

21353—Tea

Industrial Text Sets: The

© Teacher Create

Revolution

stions , tell the wing que first read ut the follo 1. For the e text? think abo details of th tand? they will in ideas and ult to unders se? t are the ma ing or diffic his or her purpo for meaning. It is • Wha parts confus ing hat was to read cil”—writ one way • Are any te this text and w them with a pen details, wro show will “read • Who the class you will n ideas and read, they tell to note mai g. Students they t, As ents . 2. Nex are confusin ng the text s. Encourage stud n idea phrases that such as m for mai called codi idea or ds and e, ghts and wor use a cod their thou phrases, they may words or or l on a ses erfu phra pow s placing them e words and y notes and may writ Standard e using. ing on stick Determin or ? for conf text by writ a page of text. the e • Reading: a cod ts of how to represen a central idea ze 3. Model t paper that char text and analyent of t shee lopm

1. Distribute The Workers’ Anvil and sticky notes to students. 2. Tell students that they will now begin coding the text. ◆ For below-level learners and English language learners, print copies of . ng the text from the Digital Resources and have studentsDuwrite directly on thes to students ring Readi sticky note Anvil and the text. ies of Workers’ print cop in coding ribute Theunderline the text. Students should circle powerful words or phrases now begparts uage learners, 1. Distand they will directly on ents that English lang e students write parts ners and 2. Tell stud hav underline w-level lear tal Resources and ds or phrases and d. that are confusing. This can help them keep their thoughts ◆ For belo organized. organize Digi wor l erfu thoughts from the its deve e of over the coursding the text, inclu to ip its relationsh g details; supportin objective provide an of the text. ary summ Draw • Writing: from evidence literary or al information ort texts to supp tion, analysis, reflec ch. and resear • Content: d the Understan affecting conditions and nt employme late labor in the ry. 19th centu : • Language te Communica , ideas, information and concepts for necessary success emic acad of in the area ies. Social Stud

their circle pow the text them keep ents should text. Stud fusing. This can help that are con

Monitor student learning with student After Reading 1. Distribute copies of the First Impressions activity sheet (page 21) to students. activity sheets and progress checks. 2. Have students summarize the main ideas, details, and their initial observations • Content: Understand the conditions affecting employment and labor in the late 19th century. • Language: Communicate information, ideas, and concepts necessary for academic success in the area of Social Studies.

First Impres sions

of the text. Remind students to list words or phrases they found confusing, as well as who wrote the text and his or her purpose. 3. As a class, discuss student responses. You may want to have students place their sticky notes on a class chart similar to the activity sheet. gh Text Sets:

20

eaching throu 21353—T

strial

The Indu

n Revolutio

_______________

_______________

_______

_______

_______________

_______

_______________

_______________

_______________

s or Phrases:

_______________

_______________

_______

_______

_______________

_______________

_______

_______________

_______________

_______

_______________

_______________

_____

_______________

_______________

_____

_______________

_____

Author:

_______________

_______________

rials Created Mate __________ _____

_____

_____

_______________

_______________

_______________

_____

_______________

_______________

_______________

_______________

_______________

_____

_______________

_______________

_______________

_______________

_______________

_______________

_______________

_______________

_______________

_______________

_______________

_______________

_______________

_______________

_______________

_______________

_______________ _______________

_______

_______________

_______

_______________ _______________ _______ _______________ _______________ _______ _______________ _______________ _______ Purpose: _______________

_______________

_______________

_______

_______________

Materials

21353—Teachin g through

_______

_______________

_______________

Text Sets: The Industr

_______

ial Revolution

© Teacher Created Materials 21353—Teaching through Text Sets: The Industrial Revolution

21353—Teaching through Text Sets: The Industrial Revolution

_______

_______________

s:

_______________

Confusing Word

© Teacher

_______

_______________

_______________

_______

_______________

_______________

_______

_______________

_______________

_______

_______________

_______________

_______________

_______

_______________

_______________

© Teacher Created

© Teacher Created Materials20

_______

_______________

_______________

_______________ _______________

Details:

_______________

_______________ _______________

Initial Observation

. to students t (page 21) ervations activity shee After initial obs Impressions g, as and their of the First d confusin s, details, te copies main idea ses they foun 1. Distribu marize the list words or phra ents sum to e ents plac 2. Have stud . Remind students his or her purpose. stud e t to hav of the text wrote the text and may wan t. onses. You vity shee well as who student resp t similar to the acti s, discuss char students 3. As a clas y notes on a class 3, listen for the text. their stick ing Step izing Dur mar ck: sum Che ral idea and Progress ing the cent determin

Reading

Progress Check: During Step 3, listen for students determining the central idea and summarizing the text.

Name: __________ _______________ ___ Date: __________ _______________ ____ Directions: Write two or more main observations of ideas and details the the text and what text. Write any words or phrase of the text. Then, summarize your initial his or her purpo s that you found se might have confusing. Write been. who wrote Main Idea:

21

11

How to Use This Product Teaching a Lesson (cont.)

Time Line

Name: __________ _______________ ___ Date: __________ _______________ Directions: Create ____ a time line to answe visuals to show r the Essent how the develo pment came about ial Question. Include at least below to plan five items with your time line. and how it chang es America. Use the template

view ent Over Assessm

Integrate • Reading: n informatio in presented a different mediwell as or formats s to word in as coherent develop a ding of a understan . topic or issue Produce • Writing: coherent clear and which writing in ent, the developm and n, organizatio priate style are appro ose, to task, purp ce. and audien • Content: d how the Understan rations, rise of corpo

Materials

rt xt Set Cha ed in the Te • texts list 35–37) (page 14) rics (pages f the Rub vity • copies o f the student acti • copies o es 32–34) s, sheets (pag plies, such as marker ring sup pencils • colo or colored crayons,

Project

Options

e • Time Linory • Short St ve Essay uasi • Pers

Assesment

s Standard

ing Unit Culminat

Essential Que stion

Of the many ideas, inventions, and which do you events of the Ameri think had the ca Industrial Revolu biggest impac tion, t on the nation ?

: te Da

_

__

_

__

__

__

__

__

__

__

__

__

_ __

l ve Le

IV

t ou ab is of on nt ati ou d. is rm am de on fo . ic in pic ive clu esti _ s. I br All e to tens is in Qu ple of day __ cou • ps II u a _ r l ure grou th ex rch tia el __ in small ad out ove Proced eR ev __ vidually or ned about the An sea ssen . in s can be spre indi L _ k • step L g wor s win e lear y will i e re e E red __ The follo t they hav that they e Of the man on of h __ Tim to students that will show wha ntial Question— n, which do • T nsw ati . nt __ n: a Esse 1. Explain rm ic ou __ Revolutio e a project ering the fo top am ed. on is tio is d. ore __ Industrial to complet olution by answ d ti t in e on ize m __ try, olu the Americanon? l Rev os t th uate clu ues heavy indus d ati an or d. __ events of wer any ev Industria nati anize • M bou deq is in l Q d. __ rm rg e ntions, and ctions. Ans ons l II lR act on the and mech formed fo y o fiv lete a a rch tia ere __ d the dire ideas, inve ve i less biggest imp ria • In learl are mp __ farming trans ty. An sea ssen sw reading alou to conduct min st k had the Le _ by thin • form s c ere co u ect socie _ to n you ort d _ re e E y a American n i h s students e each proj e. You may choose In pp __ • T em tio ents. Ask tly : fly introduc hav Th ostl _ e a stud Brie s uage • to may su _ it . 2. ar h s o • Lang mili _ T rm pic m students te m s gly m __ that are unfa ice of project. s and questions Communica n i ite nfo to h is on __ ing forms n, ideas, vel learner r cho e i e tio ur on str nt. informatio __ on any writ e based on thei m th earc p below-le es ati d. ly fo als nte __ thre So out res d. Qu d. usly grou learners. l I of u neo _ and concepts e • ps n rm leve . l o y l is roge b grou ents hete for fo niz o a me de tia ere __ ve • V e c higher-abilit es 35–37) to stud them. necessary lu n w choose to o rs __ • In rga are ted. th Le ners with success (pag d of • S  inc sse  ans o ◆ You may be the o ere le __ academic uage lear iate rubrics t is expecte is e E lly r n h p of __ em nd e. ort English langies of the appropr h ia , o ut in the area erstand wha • T om e: es 32–34) m ta . pp t. • T art ies. ents und c tle abo m te cop sheets (pag ce ers e tim Social Stud p that stud ed s su ten lit al 3. Distribu Na ent activity any previous ien nd th rubric so ct, n is als on lud n i e from to ud y u all ropriate stud inim Explain each re rre atio nc tio isu e c of the app to use information time for students • A asil ker m n. h s i es co . e v f th te copies e ea is atio nly t d. In form pic h i Qu ents ia . Allow m o • stud r re l rc 4. Distribu them o p ind te t s in e to sea tia . . Rem to help he niz o le rs ite • S os to to students ts and the text set • T rga are mp m be the Cr th re sen ered o ere co s for students o em nd h s activity shee activity sheets. • N he E answ . Allow time n. m ta ll ort • T em the tio ce ers st a , as needed pp • T ot it complete iza n s to students ien nd o su an ss te supplie ud y u alm class. als nt rg r le 5. Distribu their projects. • A asil ker . ects to the isu t. te o o o o . e e ea their proj e v nten complete on s n tw leted p  tim nts present m C s i o tude o 21353—Teachin e ps/s re re p rs g through Text • S e c th he a m 6. Have grou Sets: The Industr th be • T here s co ial Revolution em ble • T em © Teacher Created m ou it Materia ce e tr g ot nt. ls ien m in o n nte n ud so nd ls d co io • A ave ersta ker. at ua e h d ea vis rt th niz n  sp e a u o h e g rs • T upp th Or lution s be strial Revo The Indu em ble gh Text Sets: m ou ce e tr g eaching throu 21353—T ien av in ls ud h nd ua rials • A ften ersta ker. Created Mate Vis o d ea © Teacher un e sp th

_

__

__

ics br Ru

__

__

_ __

©

Assess student learning at the end of the unit with the project-based Culminating Unit Assessment. In this summative assessment, students answer the Essential Question by producing one of three projects. Graphic organizers and rubrics are included to support students in this process.

(cont.)

er ch

a Te

Cre

ate

32

dM

ate

ls

ria

21

31

35

ug

ro th ing ch

a Te 3—

t ex hT

n

Se

tio ta en

ts: e Th

es Pr lR

ria

ust

Ind n

tio

olu ev

35

Differentiate instruction throughout the unit with the following options: • a variety of texts that span the Lexile® bands • Audio recordings of key texts to model fluency and support auditory learners • an Interactiv-eBook to support students through video, audio, and other digital functions • graphic organizers to support visual learners and language learning • strategies for above-level, below-level, and English language learners embedded in each lesson • content presented in multiple modalities to support the needs of a variety of learners Dear Parent ,

Make a school-and-home connection by distributing copies of the Parent Letter (page 30) to students to take home to their parents. This letter offers a quick explanation of the content and literacy goals for the unit, along with ways to support literacy at home.

At school, we are studying the Industrial Revolution. As part of our unit of study, we are using Teaching through Text Sets: The Industrial Revolution. The text set is comprised of a variety of fiction and nonfiction texts that students read and analyze to learn more about the subject. Have your teen tell you about the texts he or she has read. Then, have your teen lead you in the fun literacy activities below. You will see how much your teen has learned, and you can help your teen reinforce his or her learning. • The Industrial Revolution gave ris e to America’s first millionaires. Visit the library to find more information about how these millionaires, such as John D. Rockefeller, John Jacob Aster, Cornelius Vanderbilt, and Andrew Carnegie, lived and worked. • The Workers’ Anvil is a song sung by workers on strike during the Industrial Revolution. Listen to a variety of these songs and create your own.

• If you have a computer, use the In ternet to search for inventors during the Industrial Revolution , such as Henry Ford, Alexander Graham Bell, George Stephenson , Orville and Wilbur Wright, Guglielmo Marconi, and Louis Pasteur. • Discover the exciting world of prim ary sources. A primary source is any document or physical object that was written or created during a certain time period. Take some time to look at first-hand accounts of history in your own home, such as newspaper articles, family photo albums, or old letters. Thank you for taking the time to work with your teen to help ensure his or her reading success. Extending your teen’s learning experience s at home is an important part of the learning process.

Sincerely, _____________________

12

21353—Teaching through Text Sets: The Industrial Revolution

© Teacher Created Materials

Correlations Introduction to Correlations

Common Core State Standards

Teacher Created Materials is committed to producing educational materials that are research- and standards-based. In this series, we have correlated all of our products to the academic standards of all 50 states, the District of Columbia, the Department of Defense Dependent Schools, and all Canadian Provinces. We have also correlated to the Common Core State Standards, TESOL, and WIDA standards.

The lessons in this book are correlated to the Common Core State Standards. A chart of the CCSS standards can be found in the Digital Resources (correlations.pdf ).

How to Find the Standards The Correlation Chart for this product can be found in the Digital Resources (correlations.pdf ). To print a customized correlation report for your state, please visit our website at http://www.tcmpub.com and follow the on‑screen directions. If you require assistance in printing correlation reports, please contact Customer Service at 1-800‑858‑7339.

Purpose and Intent of Standards Legislation mandates that all states adopt academic standards that identify the skills students will learn in kindergarten through grade twelve. Many states also have standards for Pre-K. This same legislation sets requirements to ensure the standards are detailed and comprehensive. Standards are designed to focus instruction and guide adoption of curricula. Standards are statements that describe the criteria necessary for students to meet specific academic goals. They define the knowledge, skills, and content students should acquire at each level. Standards are also used to develop standardized tests to evaluate students’ academic progress. Teachers are required to demonstrate how their lessons meet state standards. State standards are used in the development of all of our products, so educators can be assured they meet the academic requirements of each state.

© Teacher Created Materials

McREL Compendium We use the Mid-continent Research for Education and Learning (McREL) Compendium to create standards correlations. Each year, McREL analyzes state standards and revises the compendium. By following this procedure, McREL is able to produce a general compilation of national standards. Each lesson in this product is based on one or more McREL standards. A chart of each standard taught in this product and the page number(s) for the corresponding lesson(s) can be found in the Digital Resources (correlations.pdf ).

TESOL and WIDA Standards The lessons in this book promote English language development for English language learners. A chart of the language standards taught in this product can be found in the Digital Resources (correlations.pdf ).

21353—Teaching through Text Sets: The Industrial Revolution

13

14

21353—Teaching through Text Sets: The Industrial Revolution

Extension Text—6 copies (heterogeneous small-group reading)

Henry Ford: Driving Change

Factory workers adapt to changes at work.

Alexander Graham Bell

Supporting Text 3—6 copies (small-group reading) Teacher and Inventor

Bulletin from the National Child Labor Committee

Supporting Text 2—6 copies Declaration of (independent and small-group Dependence close reading)

Reader’s theater, historical fiction

Nonfiction text card

Primary source

Primary source

Print, audio

Print

Print

Print

Print, audio, Interactiv-eBook

Nonfiction book

1878 song about labor reform

The Industrial Revolution

Anchor Text—24 copies (whole-class reading)

Overview of America during the Industrial Revolution

Modalities

Historical fiction Print chapter book

Text Type

Three female perspectives of the Triangle Shirtwaist Factory strike and fire

Key Content

Supporting Text 1—6 copies “The Workers’ Anvil” (teacher-guided close reading)

Uprising

Text Title

Introductory Text—1 copy (read aloud to students)

Text (Instructional Setting)

730L–920L

920L

1130L

n/a

700L

790L

Lexile® Measure

The Industrial Revolution Unit

Text Set Chart

© Teacher Created Materials

The Industrial Revolution Unit

Supporting Text 1—First Reading: Independent Before Reading 1. For the first read, tell the class that they will read for meaning. Explain that they will think about the following questions as they read: • What are the main ideas and details of the text? • Are any parts unusual or difficult to understand? • Who wrote this text and what was his or her purpose?

Standards • Reading: Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting details; provide an objective summary of the text. • Writing: Draw evidence from literary or informational texts to support analysis, reflection, and research. • Content: Understand the conditions affecting employment and labor in the late 19th century. • Language: Communicate information, ideas, and concepts necessary for academic success in the area of Social Studies.

20

2. Next, tell the class you will show them one way to read for meaning. It is called coding the text. As they read, they will “read with a pencil”—writing their thoughts and ideas. Encourage students to note main ideas and details, powerful words or phrases, and words or phrases that are unusual. Students may write words and phrases or they may use a code, such as m for main idea or ? for unusual. 3. Model how to code the text by writing on sticky notes and placing them on a sheet of chart paper that represents a page of text.

During Reading 1. Distribute The Workers’ Anvil and sticky notes to students. 2. Tell students that they will now begin coding the text. ◆ For below-level learners and English language learners, print copies of the text from the Digital Resources and have students write directly on the text. Students should circle powerful words or phrases and underline parts that are unusual. This can help them keep their thoughts organized.

After Reading 1. Distribute copies of the First Impressions activity sheet (page 21) to students. 2. Have students summarize the main ideas, details, and their initial observations of the text. Remind students to list words or phrases they found unusual, as well as who wrote the text and his or her purpose. 3. As a class, discuss student responses. You may want to have students place their sticky notes on a class chart similar to the activity sheet. Progress Check: During Step 3, listen for students determining the central idea and summarizing the text.

21353—Teaching through Text Sets: The Industrial Revolution

© Teacher Created Materials

First Impressions

Name:_____________________________ Date:______________________________

Directions: Write two or more main ideas and details of the text. Then, summarize your initial observations of the text. Write any words or phrases that you found confusing. Write who wrote the text and what his or her purpose might have been. Main Idea

Details

_____________________________________

_____________________________________

_____________________________________

_____________________________________

_____________________________________

_____________________________________

_____________________________________

_____________________________________

_____________________________________

_____________________________________

Initial Observations ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________

Author

Unusual Words or Phrases _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________

© Teacher Created Materials

_____________________________________ _____________________________________ _____________________________________ Purpose _____________________________________ _____________________________________ _____________________________________

21353—Teaching through Text Sets: The Industrial Revolution

21

“The Workers’ Anvil” Lyrics by Laura M. Griffing Arranged by C. F. Mayering

Seeking to capture Labor, And to clip the pinions Of our clan. Will you grant all At the first call, And submit to party factions. Guard, guard the right, companions; ‘Tis a phantom power, From civic rule descending, To despoil our dower. Will you come? Are you all strong, To fight the wrong, And advance the cause of Labor. Hail, hail, ye brother workmen, Fierce and sharp the battle; Make life a glorious triumph Let the volleys rattle Loud and deep. Take a bold stand, Throughout the land, Thus to guard the rights of freemen. Sound, sound the labor tocsin, For our homes are cheerless; Stay not, for Justice guides you Be ye strong and fearless. Guard your right! If you dare, do! And all be true— You will gain a glorious victory.

BOTTOM IMAGE: THE LIBRARY OF CONGRESS, ALL OTHER IMAGES: SHUTTERSTOCK

Strike, strike, the Workers’ anvil, For the cause of Labor, Strike for your homes and freedom, For each friend and neighbor, Ev’ry one. For this great cause And reform laws, Now demand complete protection. Strike, strike, the fire is glowing— Heed ye not the minions,

Source: The Library of Congress, Lyrical Legacy. Laura M. Griffin. “The Workers’ Anvil.” Rochester, New York, 1878.

© Teacher Created Materials

Two New York garment workers strike in 1910.

21396