1. Adjust your volume using the speaker button (you should see a speaker icon in the top, black menu of your meeting room). 2. Enable your microphone using the drop- down menu under the microphone icon. 3. Practice muting your microphone (the icon will be green with a line through it). Once the program begins, please leave it on mute when you are not speaking. 4. Enable your webcam if you would like other participants to be able to see you (the webcam icon will turn green). This is optional! 5. Practice raising and lowering your hand. This will allow you to ask questions without interrupting the flow of the program. Locate the group chat pod (usually in the bottom right of the meeting room). Introduce yourself by typing in some information: Your name Your job title/educational role Your location Feel free to ask questions or catch up with your colleagues until the program begins! Get Set Up Introduce Yourself WELCOME! We’re so glad you could join us.

+ Yes! This program will be recorded. We will make the recording, handouts, and presentation available to you.

JWA documents Jewish women's stories, elevates their voices, and inspires them to be agents of change.

When they consider historical stories and role models, students begin to think about who they want to be and what impact they want to have on the world. Who is this? What did she do? Why did she do it? Who am I? What do I do? What do I want to do? Why do I do it?

TWERSKY AWARD Win $2,500 plus $500 for your school or program For educators working with 6-12 grade students Submit an original lesson that creatively uses primary sources Demonstrate commitment to integrating the stories and voices of Jewish women Deadline is May 12, Two great examples of creative ways to use the Labor Movement materials

GOALS Learn about the experiences of Jewish women garment workers in New York at the turn of the century. Examine the role Jewish women played in catalyzing change for workers of all genders. Explore tools and activities that will help students connect the stories of early labor activism to their own lives and to contemporary labor struggles.

LESSON CONTEXT Living the Legacy home page

Photo study guiding questions: 1.List everything you notice about this picture. 2.Look again. What else do you notice? 3.What questions do you have?

WALK THE LINE Read the following statements out to the class and have them walk along a continuum of Agree/Disagree: No one should ever endure oppression. You can’t fight oppression on your own. There are times when the only thing to do is fight. Only those with power or money can change society.

WALK THE LINE, CONT’D Read the following statements out to the class and have them walk along a continuum of Agree/Disagree: Even when conditions are terrible, it can be hard to believe that things could ever change. Not everyone is capable of social action. Everyone should have the opportunity to do work that is meaningful to them. All work is dignified. Work just has to pay the bills and doesn’t have to fulfill me.

+ DOCUMENT STUDIES Excerpts from Pauline Newman’s Memoir b. 1890s, d. 1986

PAULINE NEWMAN Born in Kovno, Lithuania. Emigrated to New York City in 1901 after her father’s death. At 9 she worked in a hairbrush factory. Went to the “Kindergarten” at the Triangle at age 11. Found solace in poetry and literature. Leading after- work study groups at the Triangle brought her to union organizing. Organized rent strike in 1907 (age 16). Largest rent strike NYC had ever seen. Paved way for organizing the 1909 “Uprising of the 20,000” Learn more: an-pauline an-pauline

DOCUMENT 1-Excerpts from Newman’s Memoir Read about working conditions. Discussion Questions: What were reasons that workers wanted to strike or organize to change their lot? What were reasons that people did not want to organize or leave their jobs despite the terrible conditions?

+ UPRISING OF THE 20,000

Women strikers selling newspapers during the New York shirt waist workers strike.

WHAT THEY WON In some factories, the strikers were able to negotiate 52 hour work week Four paid holidays per year No charge for tools and materials No discrimination against union members Right for unions to negotiate wages

DOCUMENT 2-Excerpts from Newman’s Memoir Read about striking and organizing. Discussion Questions: How did workers feel about striking? How did they feel about organizing?

+ TRIANGLE WAIST FACTORY FIRE

View lesson plans about Rose Schneiderman’s Speech for youth, families, and adultsView lesson plans about Rose Schneiderman’s Speech for youth, families, and adults.

PERSONAL WORK MANIFESTOS

A CONTEMPORARY TEXT Read “I Was a Warehouse Wage Slave” What similarities are there between this article and the memoirs we read earlier? What questions do you have?

A CONTEMPORARY TEXT Incorporate a photo study How do these photos compare to the pictures we studied earlier? Fact, Feeling, Idea, Question Discuss global production of consumer goods and the implications for worker’s rights Given what you learned today, do you think American Jews are responsible for protecting the workers that make our clothes, ship our packages, and prepare our food? Why or why not?

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COLLECTIVE ACTION: LESSONS FROM THE LABOR MOVEMENT Online Learning for Jewish Educators Jewish Women’s Archive