In addition to this discovery, this course has also helped me to better appreciate how my experiences have impacted my perspective on history and the world around me. I understand that every one of my classmates is going to have a different take on a historical event based on what they believe and the lives they have lived. This course has made me more comfortable in my beliefs, for I recognize that they are going to expand the conversation, and expose others to new ways of thinking. It’s unrealistic to assume that every student in a given class is going to view an idea or concept in the same light, but this course has taught me that this is nothing to fear, for it gives the class an opportunity to discuss and consider new ideas and ways of   thinking.

Finally, this course has  taught me that I don’t need to view textbooks as my only source of obtaining knowledge when it comes to social studies. Throughout this course, and during this project in particular, I relied on many outside sources to learn more about the historical events and subjects that were studied. While textbooks can be great at providing detailed information, I now realize that I should not consider them as the only reliable source when trying to gain new information.

In terms of being a collaborator, specifically for this assignment, I learned that there are great benefits when it comes to working in a group or pair. Working with others has helped  expose me to ways of thinking, and ideas, that I would normally never consider. For instance, Kaitlyn had come up with the idea to incorporate poetry and theatre into our inquiry unit. These two subjects are ones that I am not very familiar or skilled with, so they never come to my mind when I am creating activities for students. 

Working with others has opened my mind to ideas like Kaitlyn’s, and many more. I learned that group assignments, such as this inquiry unit, have allowed me to share my thoughts with others, and has opened my eyes to different perspectives, ways of thinking, and ideas. 

   The entire ordeal was over in a total of 18 minutes, with 146 workers, most of whom being young immigrant women, losing their lives. 

   The fire that claimed so many young lives is remembered as one of the most “infamous incidents in American industrial history” (History, 2019), for it could have been prevented if the factory bosses had implemented proper safety procedures.  

   The 8th and 9th floors themselves were fire traps. While there were four elevators that reached the factory floors, only one was operational at the time of the fire. In terms of staircases, two went down to the street, but they were nearly impossible to use once the fire broke out. 

   As the workers tried to escape, their ran into two issues with the staircases. The first, was that one of the staircases was locked from the outside. Max Blanck and Isaac Harris, the factory's bosses, had locked the staircase to prevent any of the workers from trying to steal materials from the factory. 

  The other staircase was also unusable, for the door opened inward, making it impossible for the workers to open it as the crowd of frighten women pushed up against it trying to flee.  

  Other fire prevention methods, such as fire escapes, sprinklers, and fire hoses, were either non existent, or did not work. 

   When the fire department arrived on the scene, their ladders only reached up to the 6th floor, leaving the workers on the 8th and 9th floor trapped. 

   While many of the workers perished in the factory itself, a large number died from trying to jump out the windows or down the elevator shaft to escape the flames.

   Unions created a system in which employers had to create set hour and wages for their workers, and gave workers a voice during negotiations.

   While this wave of feminism

 promoted the increase of rights and liberties for women, the majority of women that took part in this wave, and benefited from any progress (such as suffrage) were white. 

   Throughout this learning segment, the students will investigate how women, workers, and immigrants all found their strength and voice in Uprising. The students will showcase their understanding of the theme, and the symbols present within the novel, through a variety of activities that will employ their creative/artistic abilities.

Student Will Do: Students will turn to their elbow partner and share out their stances/thoughts. Students should practice being active listeners during this activity/strategy.

Student Will Do: Students will discuss and share out their interpretations/take-aways with their peers. However, students must practice being active and engaged listeners and being respectful of one’s opinion/perspective if it differs from their own. 

Student Will Do: Students will read and interpret poems given to them by the teacher. They will practice being good listeners during the activity. Students will do their best to use self expression and fluency when reading their poems aloud to their peers. 

Student Will Do: Students will walk around the classroom and study each of the images from the Triangle Shirtwaist Factory fire. If the students have questions or comments regarding any of the images they will write them on the piece of paper next to the image in question. 

Student Will Do: Students will reenact a specific image and put themselves in the people’s shoes showcasing their emotions they may be feeling at the time that ties into what they have learned about that time period/event. Students will then reflect after their brief performance. 

Students Will Do: Students will showcase their understanding of the importance of symbolism that can be seen all throughout the book Uprising. They can do so by drawing/coloring a picture with certain colors, symbols and images to show the viewers the hidden message behind this nonverbal activity.