Expeditionary Learning Grade 7: Module 2A: Overview 774 Pages.

In this module, students explore the issue of working conditions, both historical and modern day. As they read and discuss both literary and informational text, students analyze how people, settings, and events interact in a text and how an author develops a central claim. Students strengthen their ability to discuss specific passages from a text with a partner, write extended text-based argument and informational pieces, and conduct a short research project. At the end of the module, students will have a better understanding of how working conditions affect workers and the role that workers, the government, consumers, and businesses play in improving working conditions. The first unit focuses on Lyddie, a novel that tells the story of a young girl who goes to work in the Lowell mills, and explores the issue of working conditions in industrializing America. This unit builds students’ background knowledge about working conditions and how they affect workers, and centers on the standard RL.7.3, which is about how plot, character, and setting interact in literature. As an end of unit assessment, students write an argument essay about Lyddie’s choices regarding her participation in the protest over working conditions. The second unit moves to more recent history and considers the role that workers, the government, and consumers all play in improving working conditions. The central text in Unit 2 is a speech by César Chávez, in which he explains how the United Farm Workers empowered farmworkers. Unit 2 focuses on reading informational text, and students practice identifying central ideas in a text, analyzing how an author develops his claims, and identifying how the sections of the text combine to build those ideas. This unit intentionally builds on Odell Education’s work, and if teachers have already used the Chávez speech and lessons, an alternate text is suggested with which to teach the same informational text standards. In the End of Unit 2 Assessment, students apply their understanding of text structure to a new speech. Unit 3 focuses on the research standards (W.7.7 and W.7.8): through an investigation of working conditions in the modern day garment industry, students explore how businesses can affect working conditions, both positively and negatively. As a final performance task, students create a consumer’s guide to working conditions in the garment industry. This teenage consumer’s guide provides an overview of working conditions and offers advice to consumers who are interested in working conditions in the garment industry. This task focuses on NYSP12 ELA Standards W.7.2a, b, d, f, W.7.4, W.7.6, W.7.7, W.7.8, L.7.3, and L.7.6 Guiding Questions And Big Ideas • What are working conditions, and why do they matter? • How do workers, the government, business, and consumers bring about change in working conditions? • How does reading one section of a text closely help me understand it better? • How can you tell the difference between a useful and a not useful research question? • How does a speaker develop and organize his central claim? • Working conditions include multiple factors and have significant impacts on the lives of workers. • Workers, the government, businesses, and consumers can all bring about change in working conditions. • Closely reading and discussing one excerpt of a longer text helps to deepen your understanding of the text as a whole. • Effective researchers ask relevant questions, gather information from several sources, keep track of their findings and sources, and synthesize their findings into coherent products. Created by Expeditionary Learning, on behalf of Public Consulting Group, Inc. © Public Consulting Group, Inc., with a perpetual license granted to Expeditionary Learning Outward Bound, Inc. NYS Common Core ELA Curriculum • G7:M2A: Overview • June 2014 • 1 GRADE 7: MODULE 2A: OVERVIEW Working with Evidence: Working Conditions Then and Now Performance Task Consumer’s Guide to Working Conditions in the Garment Industry This task centers on NYS ELA CCLA W.7.2a, b, d, f, W.7.4, W.7.6, W.7.7, W.7.8, L.7.3, and L.7.6. Building on their focus on working conditions in the mills from Unit 1, students research working conditions in the modern-day garment industry in order to create a “Consumer’s Guide to Working Conditions in the Garment Industry.” First, students individually complete a Researcher’s Notebook in which they track their questions and take notes. As the end of Unit 3 Assessment, they write a synthesis of their research findings. For the performance task, students work with a partner to create a teenage consumer’s guide that draws on their research. They publish this document in a printed or electronic format selected by the teacher. Content Connections • This module is designed to address English Language Arts standards. However, the module intentionally incorporates Social Studies and science content that may align to additional teaching during other parts of the day. These intentional connections are described below. NYS Social Studies Core Curriculum Relevant Content Standards • 7.10 Technological innovation led to industrialization and growth in production and trade throughout the United States. • 7.12.d Women joined the movements for abolition and temperance, and organized to advocate for women’s property rights, fair wages, education, and political equality. • 7.12.e Immigrant workers, low-wage earners, and women organized unions and political institutions to fight for safe and fair working conditions in industrialized areas. • 8.1 The Industrial Revolution had significant consequences, including increasing urbanization, the need for a larger labor force, and the emergence of new business practices. • 8.14.c Various minority groups that won rights in the 1960s and 1970s struggled to exercise those rights in political and social realms. • 8.16 At the start of the 21st century, the United States faced global and domestic challenges, including terrorism, increased economic interdependence and competition, and growing environmental concerns. • Geographic Reasoning: Characterize and analyze changing interconnections among places and regions. • Gathering, Using, and Interpreting Evidence: Define and frame questions about events and the world in which we live and use evidence to answer these questions. • The Role of the Individual in Social and Political Participation: Participate in activities that focus on a classroom, school, community, state, or national issue or problem; fulfill social and political responsibilities associated with citizenship in a democratic society and interdependent global community by developing awareness and/or engaging in the political process. Created by Expeditionary Learning, on behalf of Public Consulting Group, Inc. © Public Consulting Group, Inc., with a perpetual license granted to Expeditionary Learning Outward Bound, Inc. NYS Common Core ELA Curriculum • G7:M2A: Overview • June 2014 • 2 GRADE 7: MODULE 2A: OVERVIEW English Language Arts Outcomes CSS Standards: Reading—Literature Long-Term Learning Targets • RL.7.1. Cite several pieces of textual evidence to support an analysis of what the text says explicitly as well as inferences drawn from the text. • I can cite several pieces of text-based evidence to support an analysis of literary text. • RL.7.3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). • I can analyze the interaction of literary elements of a story or drama. • RL.7.10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range. • I can read grade-level literary texts proficiently and independently. • I can read above-grade-level texts with scaffolding and support. • RL.7.11. Recognize, interpret, and make connections in narratives, poetry, and drama, ethically and artistically to other texts, ideas, cultural perspectives, eras, personal events, and situations. • I can interpret and make connections between literature and other texts, ideas, or perspectives. Created by Expeditionary Learning, on behalf of Public Consulting Group, Inc. © Public Consulting Group, Inc., with a perpetual license granted to Expeditionary Learning Outward Bound, Inc. NYS Common Core ELA Curriculum • G7:M2A: Overview • June 2014 • 3 GRADE 7: MODULE 2A: OVERVIEW English Language Arts Outcomes CCS Standards: Reading—Informational Text Long-Term Learning Targets • RI.7.1. Cite several pieces of textual evidence to support an analysis of what the text says explicitly as well as inferences drawn from the text. • I can cite several pieces of text-based evidence to support an analysis of informational text. • RI.7.2. Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. • I can determine a theme or the central ideas informational text. • I can analyze the development of a theme or central idea throughout the text. • I can objectively summarize informational text. • RI.7.3. Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events). • I can analyze the interactions between individuals, events, and ideas in a text. • RI.7.5. Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas. • I can analyze the organization of an informational text (including how the major sections contribute to the whole and to the development of the ideas). • RI.7.10. By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range. • I can read grade-level informational texts proficiently and independently. • I can read above-grade-level texts with scaffolding and support. Created by Expeditionary Learning, on behalf of Public Consulting Group, Inc. © Public Consulting Group, Inc., with a perpetual license granted to Expeditionary Learning Outward Bound, Inc. NYS Common Core ELA Curriculum • G7:M2A: Overview • June 2014 • 4 GRADE 7: MODULE 2A: OVERVIEW English Language Arts Outcomes CCS Standards: Writing Long-Term Learning Targets • W.7.1. Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and supports the argument presented. • I can write arguments to support claims with clear reasons and relevant evidence. W.7.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. d. Use precise language and domain-specific vocabulary to inform about or explain the topic. f. Provide a concluding statement or section that follows from and supports the information or explanation presented. • I can write informative/explanatory texts that convey ideas and concepts using relevant information that is carefully selected and organized. Created by Expeditionary Learning, on behalf of Public Consulting Group, Inc. © Public Consulting Group, Inc., with a perpetual license granted to Expeditionary Learning Outward Bound, Inc. NYS Common Core ELA Curriculum • G7:M2A: Overview • June 2014 • 5 GRADE 7: MODULE 2A: OVERVIEW English Language Arts Outcomes CCS Standards: Writing Long-Term Learning Targets • W.7.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Gradespecific expectations for writing types are defined in standards 1–3 above.) • I can produce clear and coherent writing that is appropriate to task, purpose, and audience. • W.7.5. 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. • With support from peers and adults, I can use a writing process to ensure that purpose and audience have been addressed. • W.7.6. Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources. • I can use technology to produce and publish a piece of writing with links to cited sources. • I can use technology to collaborate with others while producing a piece of writing, linking to cited sources. • W.7.7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. • I can conduct short research projects to answer a question. • I can use several sources in my research. • I can generate additional questions for further research. • W.7.8. 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. • I can gather relevant information from a variety of sources. • I can use search terms effectively. • I can evaluate the credibility and accuracy of each source. • I can quote or paraphrase others’ work while avoiding plagiarism. • I can use a standard format for citation