AHPPA

Triangle Factory Fire WebQuest

L. Sammon

Onondaga Hill Middle School

Introduction:

Tragedy struck 29 Washington Place in New York City on March 25, 1911 when a large fire broke out at the Triangle Shirtwaist Factory. Investigations revealed that the 148 garment workers that died that day could have been avoided. This event brought awareness of social problems and resulted in an uprising amongst many Americans striving to improve working conditions in factories.

Task:

CNN Student News has asked that you go on a history quest to explore the Triangle Factory Fire. On your quest you are to find evidence of the social issues exposed by the Triangle Factory Fire as well as what actions American citizens took to improve the social injustices. You will report your findings in a video newscast.

The Process:

Creating Groups: You will work in groups of two or three.  You may choose your partner(s) before you begin your project.

Student Roles: 

*Each student in the group will be responsible for researching, note taking and completing the American History Public Policy Worksheets.  Topics, notes and worksheets may be divided between members of the group.

*Each student will be responsible for sharing the information gathered with the group and collaborating to create a script outline and final script.

*Each student will have speaking parts in the newscast as well as provide digital images, sound and music files.

*Each student will work together in organizing and creating the newscast.

Research:  The group will use the selected websites below to research the following questions:

What was the cause of the Triangle Factory Fire?

Why did so many garment workers die in this Fire?

What evidence do we have that working conditions were unsafe?

What evidence do we have that workers were being treated unfairly?

What organized groups formed to help fight for worker’s rights?

What types of actions did individuals and organized groups take to build awareness and change public policy?

What legislation was passed to prevent future accidents and to help protect worker’s rights?

Collect digital images: As you are researching, collect digital images you may want to include in your newscast.  Keep them in a folder and remember to cite the sources of your digital images.

Writing the Script Outline:  Using the information on the AHPPA worksheets the group will then create an outline for a script. Once the outline receives teacher approval the group will then write the newscast script. 

Writing the Script:  Based on the group outline, write a script that explains the Triangle Factory Fire event as well as the poor working conditions in this factory.  Your script will include a detailed explanation and analysis of actions taken by individuals and organizations and how their actions help change public policy. Include specific legislation that resulted from a greater awareness of poor working conditions.  Your script will end with a connection to either another historical or current issue.  Also include the names of the digital images you plan to use and at what point in the newscast will they appear.  Also make note of where a sound effect or music will be played.  After the newscast script is written, once again show the teacher the script before moving on to recording. 

Creating the Podcast:  The group will then record the script using iMovie.  Each member of the group must have a speaking part.  The group will then add digital images, music and sound files that will enhance the message in the newscast.  When the newscast is complete, the group will send the newscast file to the teacher for evaluation.

Summary:

You will join two or three people to create a group.  Using the AHPPA worksheets the group will research why Triangle Factory Fire began and why it claimed so many lives.   What organizations were created in response to this event and how did the actions of individuals and organizations have an impact on worker’s rights? What connection can you make to either a historical or current issue?  Once your research is complete, the group will create a script and record a newscast that will illustrate the knowledge gained and conclusions made by doing this project.  The winning newscast will be selected as the CNN Student News Historical Quest.

Resources:

American History Public Policy Analyst Worksheets:

1. Identify the Problem:

http://www2.maxwell.syr.edu/plegal/ppa/usppaip1.html

2. Gather the Evidence:

http://www2.maxwell.syr.edu/plegal/ppa/usppari1.html

3. Identify the Causes:

http://www2.maxwell.syr.edu/plegal/ppa/usppari1.html

4. Evaluate the Policy:

http://www2.maxwell.syr.edu/plegal/ppa/usppaep1.html

Websites:

Cornell University: The Triangle Factory Fire

http://www.ilr.cornell.edu/trianglefire/

Famous Trials: The Triangle Factory Fire 1911

http://law2.umkc.edu/faculty/projects/ftrials/triangle/trianglefire.html

The Learning Network: 100 Years Later: Examining the Impact of the Triangle Shirtwaist Factory Fire

http://learning.blogs.nytimes.com/2011/03/25/100-years-later-examining-the-impact-of-the-triangle-shirtwaist-factory-fire/?scp=2&sq=Triangle fire&st=cse

Evaluation/Check Points: 

The teacher will review the AHPPA worksheets checking for understanding, completeness and historical accuracy before students can begin their scripts. 

The teacher will review each group's script outline checking for logical organization and that the task is presented with evidence and analysis.  Outlines must receive teacher approval before groups can write their scripts and create their newscasts

The teacher will review each group's newscast script checking for organization, script addresses the task and the group plans to use digital images and sound files. 

The teacher will review each completed newscast and use the AHPPA Newscast Rubric to evaluate the projects.  

APPHA Newscast Rubric

Category	0	2	3	4	5
Content/Script	No Script	Several spelling and grammar errors. Script is difficult to read and understand Script does not identify researched question Script does not provide examples. Information is brief and inaccurate Ideas are not organized and the script is difficult to understand	Several spelling and grammar errors. Script is difficult to read and understand Script attempts to identify a social problem but idea is confusing Script attempts to provide examples Information is brief with several inaccuracies Ideas are not organized and the script is difficult to understand	Some spelling and grammar errors that interfere with understanding Script identifies researched question Script attempts to provide examples Information is brief with a few inaccuracies Ideas are mostly organized	Few to no spelling or grammar errors Script identifies researched question Script provides examples that a provide a clear persuasive argument Information is detailed and accurate Ideas are organized
Quality of video News-cast	No video News-cast	The overall purpose of the newscast is unclear	Disorganized and confusing but basic meaning is understood	Some disorganization and confusion but as a whole understand-able	Organized presentation Speech is clear and easy to understand
Citations	No citations	Sources of information are not cited Correctly	Few sources of information are correctly cited	Most sources of information are correctly cited	Sources of information are correctly cited
Category	0	2	3	4	5
Images/Sound/ Music	No Images or sound	No sound effects, music or images are used in the project	Uses either sound effect, music or images but not a combination some sound effects, music or images are irrelevant to the project	Uses some sound effects and or music and images most are relevant and enhance project	Creatively uses sound effects, music, and images that enhance the meaning of the project
Group Work	No group work is evident Cooperation with one another needs improvement	No group work is evident Cooperation with one another needs improvement	Only a few people in the group had a role Only a few people in the group consulted with each other active group members did not encourage all people in the group to work together Group members do not help each other Cooperation with one another needs improvement	Most people in the group had a role Most group members consulted with the group to make decisions & help each other Group members finished their own part of the project but some members contributed little to the finished product Cooperation with one another needs improvement	All people in the group had a role Group members consulted the group to make decisions & help each other All group members contributed equally to the finished product Group members cooperated with one another

Conclusion:

As a result of completing this webquest students will:

*Practice their research and note taking skills.

*Understand the catastrophic event of the Triangle Shirtwaist Factory Fire.

*Explain and analyze actions taken by individuals and organizations that helped to change public policy by improving working conditions and safety standards.

*Connect this historical issue to a current event.

*Learn how to create a newscast using iMovie.

Standards:

New York State Social Studies Standards

http://www.emsc.nysed.gov/ciai/socst/socstand/home.html

Standard 1, Key Idea 2

Important ideas, social and cultural values, beliefs, and traditions from New York

State and United States history illustrate the connections and interactions of

people and events across time and from a variety of perspectives

Standard 1, Key Idea 4

The skills of historical analysis include the ability to: explain the significance of

historical evidence; weigh the importance, reliability, and validity of evidence;

understand the concept of multiple causation; understand the importance of

changing and competing interpretations of different historical developments.

Standard 5, Key Idea 1

The study of civics, citizenship, and government involves learning about political

systems; the purposes of government and civic life; and the differing assumptions

held by people across time and place regarding power, authority, governance, and

law. (Adapted from The National Standards for Civics and Government, 1994)

Standard 5, Key Idea 4

Central to civics and citizenship is an understanding of the roles of the citizen

within American constitutional democracy and the scope of a citizen’s rights and

responsibilities.

ELA History/Social Studies Reading Common Core Standards (6-8)

Key Ideas and Details

. RH.6-8.1. Cite specific textual evidence to support analysis of primary and secondary sources.

. RH.6-8.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

. RH.6-8.3. Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).

Integration of Knowledge and Ideas

. RH.6-8.7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. (* Political cartoons)

. RH.6-8.8. Distinguish among fact, opinion, and reasoned judgment in a text.

. RH.6-8.9. Analyze the relationship between a primary and secondary source on the same topic.

. WHST.6-8.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.

Use precise language and domain-specific vocabulary to inform about or explain the topic.

Establish and maintain a formal style and objective tone.

Provide a concluding statement or section that follows from and supports the information or explanation presented.

Production and Distribution of Writing

. WHST.6-8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

. WHST.6-8.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

. WHST.6-8.6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.

Research to Build and Present Knowledge

. WHST.6-8.7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

. WHST.6-8.8. 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.

. WHST.6-8.9. Draw evidence from informational texts to support analysis reflection, and research.